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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.
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]
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Database: Engineering Source
Description
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]
ISSN:00472395
DOI:10.1177/00472395251414683