  This work aims to propose a method to support students in finding appropriate
peers in collaborative and blended learning settings. The main goal of this
research is to bridge the gap between pedagogical theory and data driven
practice to provide personalized and adaptive guidance to students who engage
in computer supported learning activities. The research hypothesis is that we
can use Learning Analytics to model students' cognitive state and to assess
whether the student is in the Zone of Proximal Development. Based on this
assessment, we can plan how to provide scaffolding based on the principles of
Contingent Tutoring and how to form study groups based on the principles of the
Zone of Proximal Development.
