Analysing and Supporting Students’ Interactions in Synthesized Learning Environments: A Case Study with a Microworld and a Discussion Tool Toby Dragon 1 , Sergio Gutierrez-Santos 2 , Manolis Mavrikis 2 , and Bruce M. McLaren 1,3 1 CeLTech, Saarland University, Germany 2 London Knowledge Lab, University of London, UK 3 Carnegie Mellon University, USA toby.dragon@celtch.de, {sergut,m.mavrikis}@lkl.ac.uk, bmclaren@cs.cmu.edu Abstract. This paper presents our approach in combining analysis across a combination of learning tools to provide both in-tool and cross-tool sup- port. The paper uses as a case study a scenario where students undertake an activity in a microworld and are encouraged to collaborate using a discussion and argumentation environment. Several technical challenges, like the balance between centralised and distributed support, the distri- bution of heterogeneous information, and the provision of support based on this information are discussed. Keywords: exploratory learning environments, computer-supported col- laborative learning, adaptive feedback 1 Introduction The research presented here is centred around the Metafora project 1 , which aspires to develop a system that supports students and provides information to teachers while students are undertaking complex activities in Exploratory Learning Environments (ELE) and to integrate this with support for collabo- rative learning. The rationale stems from the potential of ELE and computer- supported collaborative learning (CSCL) environments in providing opportuni- ties for students to improve both cognitive and meta-cognitive skills and strate- gies. However, expecting students to self-organise and conduct their work in such open-ended settings, without pedagogical support, may be unrealistic [1]. Even the presence of a teacher or a mentor does not guarantee an adequate level of support for each student, particularly for a large group of students (such as a classroom). This paper presents our approach in combining analysis across learning tools and uses as a case study a scenario where students undertake an activity in a mi- croworld and are encouraged to collaborate using a discussion and argumentation 1 This research and project is funded by the EU under the Information and Communi- cation Technologies (ICT) theme of the 7th Framework Programme for R&D (FP7) - (EC/FP7, 257872). The contents of this paper do not represent the opinion of the EU, which is not responsible for any use that might be made of them.