This study examined ways in which two independent variables, peer collaboration and the use of a specific tool (the TAPS interface), work together and individually to shape students' problem-solving processes. More specifically, the researchers were interested in determining how collaboration and TAPS use cause metacognitive processes to differ from those that occur when students engage in individual problem solving using standard tools. The TAPS systems help students develop metacognitive skills and awareness. Forty-eight undergraduate students were selected and randomly assigned to one of four research groups: pairs and TAPS; individuals and TAPS; pairs and standard tools; and individuals while thinking aloud. Protocols of these problem-solving sessions were videotaped for analysis. For coding and analysis, each protocol was broken down into 15-second segments. Results showed that TAPS users differed from users of conventional tools in both time taken in problem solving and reading time; TAPS use appeared to serve as a catalyst for more strategic planning behavior; collaboration also produced more planning behavior; and more behavior associated with metacognitive monitoring occurred in the pair groups. (Contains 16 references.) (JLB)