<p>Promoting students’ collaborative discussions has consistently been a focal topic in the field of computer-supported collaborative learning. Productive collaborative discussions rarely happen spontaneously without external support, and student groups usually encounter challenges in developing a high-quality collaborative knowledge construction. To address this gap, this research designed a group knowledge awareness (GKA) tool by using knowledge graph approach to promote collaborative discussions in China’s higher education. A within-subject design research was conducted to investigate the effects of the GKA tool on groups’ collaborative knowledge construction. The findings revealed that the GKA tool had positive effects on collaborative knowledge construction, students’ domain understanding, and collaborative cognitive load. In addition, students reported positive collaborative learning experiences with the support of the GKA tool. Based on the results, this research provided technological implications for developing and applying the GKA tools in education and pedagogical implications to promote collaborative learning supported by GKA tools.</p>