Fairness in Student Group Formation
Perspectives, Priorities, Compromises, Mechanisms, and Tooling
Matthew Forshaw (Newcastle University, The Alan Turing Institute)
Adriana Alexandru (The University of Edinburgh)
Caitlin Bentley (King’s College London)
Vladimiro González-Zelaya (Newcastle University)
Vangel Ajanovski (SS Cyril and Methodius University)
Mireilla Bikanga Ada (University of Glasgow)
Julian Brooks (University of Leeds)
Joshua Burridge (University of Melbourne)
Merel Steenbergen (TU Delft - Electrical Engineering, Mathematics and Computer Science)
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Abstract
Allocating students to groups is a critical yet under-researched challenge in computing education, with significant implications for fairness and student outcomes. Little is known about existing allocation approaches and their treatment of fairness, whilst practical realities faced by educators and students remain largely undocumented. Without rigorous attention to fairness, group formation risks amplifying bias and disadvantaging vulnerable students. This study provides the first holistic exploration of fairness in group formation within higher-education computing contexts through a systematic review of 262 papers, analysis of 18 allocation tools, interviews with 20 educators, and six student focus groups. Findings reveal a lack of evidence linking fairness definitions to groupwork characteristics, processes, and outcomes. To address this gap, we propose a framework for pedagogically informed group formation that embeds fairness, supporting educator decision-making and improving student experiences. We also establish definitions of fairness, groupwork characteristics, and processes to guide future research in computing education.