Research on collaborative learning indicates that knowledge deepens through conversations. However, studies on providing prompts for support of collaborative learning have investigated support focusing on only interactive activities in the collaborative learning process much. The purpose of this study is to investigate the effect of providing interventions that respond to keywords based on the ICAP theory to facilitate collaborative learning process included subordinate processes based on the Interactive-Constructive- Active-Passive (ICAP) theory that learning science has focused on collaborative learning process. We make prompts responding to keywords to investigate whether learning performance is facilitated through them. Additionally, we set the control condition, random condition, and keyword condition. In keyword condition, systems detected keywords on ICAP, classified into interactive, constructive, active, and passive. As a result, the learning performance of learners in the keyword condition was higher than in the control condition. Consequently, prompts focusing on ICAP based on keywords are considered to have been effective in facilitating learning performance. This study also deals with issues and research contents that should be analyzed in the future.