Group formation plays a crucial role in enhancing collaborative learning experiences. This study investigates the impact of extraversion as a criterion for group formation on collaborative learning outcomes. A total of 180 students participated in the experiment and were assigned to groups that were homogeneously or heterogeneously distributed in terms of extraversion. The groups met weekly and worked on group assignments throughout the semesters. The first hypothesis posed the outcomes to be explainable at the group-level. Surprisingly, the results show that groups with a homogeneous distribution of extraversion reported higher levels of group work satisfaction than those with a heterogeneous distribution, in contrast to the second hypothesis and the group hierarchy theory. These findings emphasize the potential of considering personality traits when forming groups and extend the existing literature on group formation. The study takes a critical stance by addressing normative definitions of leadership. Future research is suggested to further enhance collaborative learning experiences using similar interdisciplinary and experimental methods.
Keywords: Collaborative learning; Extraversion; Group dynamics; Group formation; Group interaction; Higher education.
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