The Formation of Collaborative Learning Teams in Schools Through Mathematical Optimization for Improving the Classroom Climate

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dc.contributor.authorCandia-Véjar Alfredo
dc.contributor.authorFaúndez, Álvaro
dc.contributor.authorRojas, Camila
dc.contributor.authorJeria, Isidora
dc.contributor.authorBenítez, Natacha
dc.contributor.authorTupper, María Ignacia
dc.contributor.authorInostroza, Romina
dc.contributor.authorBellenger, Etienne
dc.contributor.authorPérez-Galarce, Francisco
dc.coverage.spatialEstados Unidos
dc.date.accessioned2026-07-20T13:47:51Z
dc.date.available2026-07-20T13:47:51Z
dc.date.issued2026
dc.description.abstractSchool climate plays a fundamental role in teaching and learning processes, directly influencing the achievement of educational objectives. Moreover, climate-related issues often manifest as bullying, which remains a persistent challenge for education systems worldwide. In this context, teamwork emerges as a key strategy to foster student interaction, strengthen friendship networks, and reduce bullying and aggression. However, traditional team assignment methods—such as student self-selection, teacher allocation, or random distribution—fail to account for the complexity of student interactions and individual characteristics. This study introduces a web-based decision support system designed to assist in team formation within educational settings by utilizing optimization models and algorithms, thereby promoting a more interconnected and inclusive student network. The models incorporate factors such as team diversity, victim protection, and student preferences. Its primary input is a social network along with derived metrics (e.g., betweenness centrality and triadic relationships), which feed into three non-linear integer optimization models that aim to consolidate, create, or enhance student interpersonal relationships. Additionally, the models were evaluated through a large quasi-experiment using both quantitative and qualitative analyses across four dimensions particularly relevant to educational activities: team dynamics, attitude toward the team, team cohesion, and team performance. Empirical results demonstrate that it is possible to improve the classroom climate without compromising the four team-related dimensions. This collaborative learning technology serves as a valuable resource for enhancing collaborative educational strategies and fostering a more inclusive and supportive classroom environment.
dc.identifier.citationIEEE Access, Vol. 14 (2026) pp. 8250-8268.
dc.identifier.doihttps://doi.org/10.1109/ACCESS.2026.3653114
dc.identifier.issn2169-3536
dc.identifier.orcidhttps://orcid.org/0000-0003-2953-6522
dc.identifier.urihttps://hdl.handle.net/20.500.12254/7672
dc.language.isoen
dc.publisherIEEE
dc.rightsAtribución-NoComercial-CompartirIgual 3.0 Chile (CC BY-NC-SA 3.0 CL)
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/cl/
dc.subjectCollaborative learning
dc.subjectteam formation problem
dc.subjectmathematical optimization
dc.subjectclassroom climate
dc.titleThe Formation of Collaborative Learning Teams in Schools Through Mathematical Optimization for Improving the Classroom Climate
dc.typeArticle
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