Technology can support and assist the learning and teaching process in different ways. In formal education, by following established practices and through various initiatives, it is often attempted to provide a separate computer or digital learning device for each student. Nevertheless, due to limited financial capabilities or insufficient technological resources, educational activities that rely on technology are frequently arranged in a manner where several pupils utilize a single device. The fundamental issue lies in the fact that the software support used is not tailored to support simultaneous multiuser interaction. Moreover, in contemporary formal education, students mostly study and work independently, however, they are expected to demonstrate proficient collaborative problem-solving abilities once finishing their education. Yet, when implementing collaborative activities in education, teachers often encounter numerous challenges, and different approaches to the organization and implementation of collaborative learning do not guarantee the effectiveness of the application. Therefore, technology can support the organization and implementation of collaborative activities. This Ph.D. thesis presents an original model for splitting a touchscreen into several independent segments suitable for implementation on a mobile device. The goal was to enable numerous users who are physically close to each other to engage simultaneously in both individual and collaborative learning activities. The study also proposes a collaborative activity process that is built on the split screen concept, regardless of the educational subject or domain. In addition, a multiuser system was developed to facilitate collaborative learning, based on the presented model for splitting a touchscreen on a mobile device and defined activity process. The research undertaken in the dissertation was founded on the premise that by utilizing the proposed model, independent individual educational activities can be carried out without any statistically significant differences compared to the implementation in a 1:1 distribution, where each student has a device of their own. This approach has been favored over a 1:m distribution for a considerable period of time. Among other things, this model would enable a different approach to using mobile technologies in educational institutions with limited technological resources. Furthermore, it was assumed that the proposed model, together with the adjusted educational process, will contribute to the organization and implementation of collaborative learning by encouraging students to actively cooperate by exchanging knowledge with members of the workgroup. Through the designed process of collaborative activity, adapted to the proposed model, an effort was made to ensure that all students actively participate in theprocess of group work by nurturing each student's sense of personal responsibility through individual work. It was assumed that the proposed model would lead to the expansion of the individual's knowledge, that is, the willingness to acquire new knowledge in the process of collaborative learning. The following hypotheses (H) were set and evaluated: H1: There is no statistically significant difference in students' task performance between the 1:1 distribution and 1:m distribution when implementing the split screen feature on a touchscreen mobile device. H2: Splitting the touchscreen of a mobile device can enhance the organization and implementation of collaborative educational activities. Finally, this study examines the impact of the presented model for dividing the work surface on a touchscreen device on the organization, implementation, and outcomes of educational activities for both individuals and groups of students in early elementary school education. The research findings indicate that there is no statistically significant difference in student success and perceived satisfaction when comparing independent tablet use versus collaborative tablet use with a split screen feature. In addition, the results indicate that the suggested model has the potential to enhance the organization and implementation of collaborative educational activities. The thesis starts with an introductory section that provides an overview of the study topic and elucidates the motivations for doing this doctoral dissertation. The subsequent sections of the chapter outline and explain the research objective, hypotheses, and the scientific contributions that resulted from the study. The second chapter provides a theoretical overview and definitions of computer supported learning. It includes an overview of mobile learning, computer supported collaborative learning, and collaborative learning supported by mobile technologies, with a particular emphasis on possible device distributions during collaborative educational activities. The third chapter covers techniques for displaying content by splitting a device's screen, emphasizing contemporary approaches utilized on mobile devices. The chapter concludes by explaining the concept of single display groupware with shared output and providing an overview of current multiuser computer systems in education that apply interface segmentation to enable user interaction.The fourth chapter describes the proposed design concept for splitting the display into several autonomous segments intended to be applied on a touch screen mobile device. This chapter also delineates the parameters that define the model suitable for performing independent and collaborative tasks. The fifth chapter provides a detailed description of the activity process designed to facilitate collaborative learning among a group of colocated learners. The components of the educational activity are defined and the three phase activity is described with accompanying examples. The sixth chapter presents a model of a multiuser system that facilitates collaborative learning. The system components are described, including the client mobile application, which displays educational lessons by dividing the mobile device screen into segments and supports collaborative activity. Also, the client web application, which contains modules for creating lesson content, setting up collaborative activities, and analyzing the results, is described. The seventh chapter presents the results and analysis of the task performance, perceived satisfaction, and behavior of students completing similar mathematical assignments on paper, tablet in 1:1 (one-per-one), and tablet in 1:m (one-per-many) settings with implemented split screen feature. A comprehensive description of the study methodology, participants, and background is provided. A discussion of the results was given at the end of the chapter, with specific reference to the research questions and hypothesis H1. The eighth chapter presents the findings and analysis of students’ task performance, behavior, and perceived level of collaboration after completing different assignments using the developed system for supporting collaborative learning based on the split screen feature. A comprehensive description of the research methodology, participants, and background is provided. A discussion of the results was given at the end of the chapter, with specific reference to the research questions and hypothesis H2. The ninth chapter summarizes the entire dissertation and provides guidelines for further research on the topic of study. In addition, the dissertation includes all the materials used during the research and the data sets on which the analysis was performed.