In children's collaborative learning, effective peer conversations can
significantly enhance the quality of children's collaborative interactions. The
integration of Large Language Model (LLM) agents into this setting explores
their novel role as peers, assessing impacts as team moderators and
participants. We invited two groups of participants to engage in a
collaborative learning workshop, where they discussed and proposed conceptual
solutions to a design problem. The peer conversation transcripts were analyzed
using thematic analysis. We discovered that peer agents, while managing
discussions effectively as team moderators, sometimes have their instructions
disregarded. As participants, they foster children's creative thinking but may
not consistently provide timely feedback. These findings highlight potential
design improvements and considerations for peer agents in both roles.

通过主题分析，我们发现在儿童合作学习中，同伴对话对提高儿童合作交流的质量具有显著影响。将大型语言模型（LLM）代理引入这一场景，探索其作为同伴的新角色，并评估其作为团队主持人和参与者的影响。我们邀请两组参与者参加合作学习研讨会，在其中讨论并提出了设计问题的概念解决方案。通过对同伴对话的转录进行主题分析，我们发现尽管同伴代理作为团队主持人能够有效管理讨论，但有时他们的指导会被忽视。作为参与者，他们促进了儿童的创造性思维，但未能提供一致及时的反馈。这些发现凸显了同伴代理在两个角色中的潜在设计改进和考虑需要。