Training, assessing, and matching students in technology-mediated peer learning environments

Abstract

Tutoring is among the most effective learning interventions, yet it remains costly and difficult to implement at scale. Peer tutoring offers a promising alternative, but schools face barriers related to training, pairing, assessment, and classroom management. This study evaluates a technology-mediated peer tutoring system designed to address these barriers. Using a mixed methods design-based research approach with 56 middle school students in India, we examined learning outcomes and implementation processes. The system generated evaluative data streams and produced learning gains across 208 tutoring sessions, with students improving from 40% to 65% proficiency (estimated gain = 1.25/5, 95% CI [0.96, 1.55], d=.95). Qualitative findings revealed shifts toward learner-centered tutoring practices and highlighted compatibility-based matching in fostering comfort, risk-taking, and engagement. These findings demonstrate how technology can sustain the behavioral, motivational, and organizational conditions needed for peer tutoring to scale in real schools, while simultaneously generating continuous evaluative data to guide improvement. "The happiness you get from teaching is just not comparable to anything else." - 7th grade student, Pune, India