Erin Walker

TL;DR: This paper proposes to leverage existing intelligent tutoring technology to provide support based on student problem-solving actions and reports first experiences from the implementation of the systems in real classrooms.

TL;DR: An adaptive system to support help-giving during peer tutoring in high school algebra: the Adaptive Peer Tutoring Assistant (APTA), which provides students with more relevant support and was more effective at improving student learning than parallel nonadaptive conditions.

TL;DR: This work used a social design process to generate three principles for adaptive collaboration assistance, and designed adaptive assistance for improving peer tutor help-giving, and deployed it in a classroom, comparing it to traditional fixed support.

TL;DR: This paper reports on the iterative design of two complementary support strategies for helping users create their own personalized behavior-change plans via self-experimentation: one emphasized the use of interactive instructional materials, and the other additionally introduced context-aware computing to enable user creation of "just in time" home-based interventions.

TL;DR: An analysis of high school friends interacting in a peer tutoring environment is presented as a step towards designing agents that sustain long-term pedagogical relationships with learners and supports the idea that learning companions should gradually move towards playful face-threat as they build relationships with their students.