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Analogy plays an important role in learning, but its role in teaching Computer Science has hardly been explored. We annotated and analyzed analogy in a corpus of tutoring dialogues on Computer Science data structures. Via linear regression analysis, we established that the presence of analogy and of specific dialogue acts within analogy episodes correlate with learning. We have integrated our findings in our ChiQat-Tutor system, and are currently evaluating the effect of analogy within the system.