  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.
