Abstract
Effective team communication is essential for collaboration and performance, yet disparities in airtime (speaking time) can influence team dynamics and outcomes. This study examines the impact of feedback interventions on airtime and performance, with a focus on gender differences. Using a sample of 362 undergraduate and postgraduate engineering students from a UK university, our findings indicate that feedback interventions significantly increased airtime within teams. Additionally, the impact of feedback was more pronounced for female participants, suggesting that structured feedback can mitigate gender-based disparities in team communication. Furthermore, we found a positive relationship between changes in airtime and performance, underscoring the significant role of peer interactions and verbal communication for knowledge construction and individual performance. These results have implications for organizations and educational institutions that rely on team-based work.