  Unfair work distribution in student teams is a common issue in project-based
learning. One contributing factor is that students are differently skilled
developers. In a course with group work intertwining engineering and business
aspects, we designed an intervention to help novice programmers, i.e., we
introduced mandatory programming lab sessions. However, the intervention did
not affect the work distribution, showing that more is needed to balance the
workload. Contrary to our goal, the intervention was very well received among
experienced students, but unpopular with students weak at programming.
