Exploring the Effects of Metacognitive Prompts in Simulation Games on Metacognitive Regulation, Cognitive, and Socio-Emotional Factors among University Students.
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| Title: | Exploring the Effects of Metacognitive Prompts in Simulation Games on Metacognitive Regulation, Cognitive, and Socio-Emotional Factors among University Students. |
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| Authors: | Kok, Xiao-Feng Kenan1 (AUTHOR) kenan.kok@singaporetech.edu.sg, Jutasompakorn, Pearpilai2 (AUTHOR), Gao, Fei Phoebe2 (AUTHOR), Soh, Zhi Yuan Sunny2 (AUTHOR) |
| Source: | Journal of Educational Technology Systems. Jun2026, Vol. 54 Issue 4, p786-822. 37p. |
| Subjects: | Metacognition, Simulation games, College students, Self-regulated learning, Psychosocial factors, Social cohesion, Collaborative learning, Cognition |
| Abstract: | Research indicates that metacognitive prompts support learning outcomes such as group metacognition, socially shared regulation of learning, and group cohesion. Yet, their application at the group-level within simulation-based learning environments remains underexplored. This study examines the effects of embedding metacognitive prompts into two business simulation games on metacognitive self-regulation, socially shared metacognitive regulation, collaborative knowledge building, team cohesion, and teamwork satisfaction. 16 undergraduate students from two finance-related modules participated in a two-wave longitudinal within-subjects design, with data collected through self-report surveys. Repeated-measures ANOVA revealed no significant interaction effects of treatment and time, nor main effects of treatment, across outcomes. However, time effects were significant for all variables except for knowledge of cognition and shared planning. Pairwise comparisons showed improvements from Time-1 to Time-2 across most outcomes, with minor exceptions. Overall, these findings suggest that metacognitive prompts consistently foster regulatory and team outcomes regardless of the simulation game environment. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Educational Technology Systems is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Engineering Source |
| FullText | Text: Availability: 0 |
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| Header | DbId: egs DbLabel: Engineering Source An: 193364192 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Exploring the Effects of Metacognitive Prompts in Simulation Games on Metacognitive Regulation, Cognitive, and Socio-Emotional Factors among University Students. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kok%2C+Xiao-Feng+Kenan%22">Kok, Xiao-Feng Kenan</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> kenan.kok@singaporetech.edu.sg</i><br /><searchLink fieldCode="AR" term="%22Jutasompakorn%2C+Pearpilai%22">Jutasompakorn, Pearpilai</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gao%2C+Fei+Phoebe%22">Gao, Fei Phoebe</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Soh%2C+Zhi+Yuan+Sunny%22">Soh, Zhi Yuan Sunny</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+Technology+Systems%22">Journal of Educational Technology Systems</searchLink>. Jun2026, Vol. 54 Issue 4, p786-822. 37p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Simulation+games%22">Simulation games</searchLink><br /><searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br /><searchLink fieldCode="DE" term="%22Self-regulated+learning%22">Self-regulated learning</searchLink><br /><searchLink fieldCode="DE" term="%22Psychosocial+factors%22">Psychosocial factors</searchLink><br /><searchLink fieldCode="DE" term="%22Social+cohesion%22">Social cohesion</searchLink><br /><searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br /><searchLink fieldCode="DE" term="%22Cognition%22">Cognition</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Research indicates that metacognitive prompts support learning outcomes such as group metacognition, socially shared regulation of learning, and group cohesion. Yet, their application at the group-level within simulation-based learning environments remains underexplored. This study examines the effects of embedding metacognitive prompts into two business simulation games on metacognitive self-regulation, socially shared metacognitive regulation, collaborative knowledge building, team cohesion, and teamwork satisfaction. 16 undergraduate students from two finance-related modules participated in a two-wave longitudinal within-subjects design, with data collected through self-report surveys. Repeated-measures ANOVA revealed no significant interaction effects of treatment and time, nor main effects of treatment, across outcomes. However, time effects were significant for all variables except for knowledge of cognition and shared planning. Pairwise comparisons showed improvements from Time-1 to Time-2 across most outcomes, with minor exceptions. Overall, these findings suggest that metacognitive prompts consistently foster regulatory and team outcomes regardless of the simulation game environment. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Educational Technology Systems is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/00472395251414683 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 37 StartPage: 786 Subjects: – SubjectFull: Metacognition Type: general – SubjectFull: Simulation games Type: general – SubjectFull: College students Type: general – SubjectFull: Self-regulated learning Type: general – SubjectFull: Psychosocial factors Type: general – SubjectFull: Social cohesion Type: general – SubjectFull: Collaborative learning Type: general – SubjectFull: Cognition Type: general Titles: – TitleFull: Exploring the Effects of Metacognitive Prompts in Simulation Games on Metacognitive Regulation, Cognitive, and Socio-Emotional Factors among University Students. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kok, Xiao-Feng Kenan – PersonEntity: Name: NameFull: Jutasompakorn, Pearpilai – PersonEntity: Name: NameFull: Gao, Fei Phoebe – PersonEntity: Name: NameFull: Soh, Zhi Yuan Sunny IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 00472395 Numbering: – Type: volume Value: 54 – Type: issue Value: 4 Titles: – TitleFull: Journal of Educational Technology Systems Type: main |
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