A copy of this work was available on the public web and has been preserved in the Wayback Machine. The capture dates from 2022; you can also visit the original URL.
The file type is
Adaptive collaborative learning support (ACLS) may be better than fixed forms of support at increasing learning from collaboration. While much existing adaptive assistance has focused on providing explicit feedback directly to the relevant student, we propose a twodimensional design space which explores alternative methods of adaptive assistance that are implicit, indirect, or both. We investigated the viability of these ideas using data collected in a classroom evaluation of an ACLS system fordblp:conf/cscl/WalkerRK09 fatcat:danpbunvynb6djqk6kr3phqype