Previous studies have reported the importance of metacognition on learning performance. However, little effort has been made to develop group metacognitive scaffolding (GMS) in computer-supported collaborative learning (CSCL) environments. The present study sought to extend current understandings of scaffolding in CSCL, by examining the effects of GMS on group metacognitive behavior, group performance, and cognitive load in CSCL environments. In total, 111 college students participated in the study. Participants were divided into small groups and assigned to experimental and control conditions. Students in the experimental group received GMS during an online collaborative learning process, while those in the control group performed online collaborative learning without GMS. The results indicated that GMS had significant impacts on group metacognitive behavioral transition and group performance. Moreover, GMS did not increase students' cognitive load. The results of this study and their implications for teachers and developers are discussed.

先前的研究已经报道了元认知对学习成绩的重要性。但是，在计算机支持的协作学习（CSCL）环境中开发小组元认知支架（GMS）的工作很少。本研究试图通过研究GMS对CSCL环境中的小组元认知行为，小组表现和认知负荷的影响，来扩展CSCL中对脚手架的当前理解。共有111名大学生参加了这项研究。参加者分成小组，并分配给实验和对照条件。实验组的学生在在线协作学习过程中接受了GMS，而对照组的学生在没有GMS的情况下进行了在线协作学习。结果表明，GMS对小组元认知行为的转变和小组绩效有显着影响。而且，GMS并没有增加学生的认知负担。讨论了这项研究的结果及其对教师和开发人员的影响。