Recently, collaborative learning in

Recently, collaborative learning in informal learning settings has beengained increasing interest. This study reviewed 70 papers about technology-supportedcollaborative learning published from 2007 to 2018. The subjects, objects,rules, contexts, interactions, and tools were analyzed based on the adapted frameworkof activity theory. The results indicated that undergraduate and postgraduatestudents mainly participated in technology-supported collaborative learning in thepast 12 years. Mixed learning outcomes in natural science learning domains werethe major learning objectives. In terms of rules, most studies adopted mixed collaborativelearning methods and provided guidance for students. However, no rewardswere provided in most studies. In addition, most studies mainly occurred in onlinelearning community or after-school clubs. Technology-mediated interactions weregenerally adopted and participants mainly interacted with group members. In termsof trends of technology-supported collaborative learning, the fndings revealedthat the increasing trends in the higher education level and large sample size werefound from 2013 to 2018. More and more studies focused on engineering designtasks and adopted self-selected heterogeneous groups. Mixed hardware and softwarewith mixed functionalities signifcantly increased from 2013 to 2018. The fndingswere discussed in depth, together with implications and recommendations for futurestudies