Low student engagement is still a problem in online collaborative writing. We integrated two types of awareness information (i.e., intergroup and intragroup information) into a collaborative writing platform to enhance student engagement. A quasi-experiment study was conducted to examine the effects of intergroup and intragroup awareness information. The experimental class of 81 students were presented with intergroup information while the control class of 80 students were presented with intragroup information, and these students were required to perform collaborative writing and peer evaluation activities. The Wilcoxon–Mann–Whitney U test revealed that the experimental class had significantly higher behavioral engagement in writing and better academic performance than the control class. Also, the results showed that the students with intergroup awareness information had deeper cognitive thinking and demonstrated more positive emotion than the students with intragroup awareness information in online discussion and peer evaluation. Additionally, this study investigated students' perceptions of the group awareness tool using the Technology Acceptance Model (TAM). This paper concludes with future research directions for supporting collaborative learning.

学生参与度低仍然是在线协作写作的一个问题。我们将两种类型的意识信息（即组间和组内信息）整合到一个协作写作平台中，以提高学生的参与度。进行了一项准实验研究，以检查组间和组内意识信息的影响。向实验班的81名学生提供组间信息，向控制班的80名学生提供组内信息，要求这些学生进行协作写作和同伴评价活动。威尔科克森-曼-惠特尼大学测试显示，实验班的写作行为参与度和学习成绩显着高于控制班。此外，结果表明，在在线讨论和同伴评价中，具有群际意识信息的学生比具有群内意识信息的学生有更深入的认知思维和更积极的情绪。此外，本研究使用技术接受模型 (TAM) 调查了学生对群体意识工具的看法。本文总结了支持协作学习的未来研究方向。