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Exploring Socially Shared Metacognitive Regulation (SSMR) Strategies in a Simulation Game Environment

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Title: Exploring Socially Shared Metacognitive Regulation (SSMR) Strategies in a Simulation Game Environment
Language: English
Authors: Xiao-Feng Kenan Kok, Pearpilai Jutasompakorn, Eyvonne Yee Wen Yeow, Joey Han Shi Tehn, Man Fei See, May Moe Aung, Nasya Song Lin Chan, Vanessa Man Rou Loh
Source: Education and Information Technologies. 2025 30(17):25411-25439.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 29
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Metacognition, Simulated Environment, Cooperative Learning, Learning Strategies, Undergraduate Students, Accounting, Business Education, Group Discussion, Task Analysis, Progress Monitoring, Comprehension
DOI: 10.1007/s10639-025-13766-4
ISSN: 1360-2357
1573-7608
Abstract: Although prior studies have identified socially shared metacognitive regulation (SSMR) strategies that collaborative learners use, research within the simulation game context is limited. The present study advances the growing body of research on SSMR by exploring the trends and intergroup variations of SSMR strategy use among undergraduate student teams when interacting with a ProBanker simulation game environment for four weeks, guided by the metacognitive regulation framework. The study involved 15 undergraduate Accountancy students, organized into three groups of five members each, from a Financial Intermediaries and Markets module. Weekly team discussions during the simulation were audio recorded, transcribed, and analysed using an adapted literature-based coding scheme. The results revealed an overall increase in the use of SSMR strategies over time, with comprehension monitoring being prominent across all weeks and evaluation of learning outcomes and processes showing a progressive rise. However, task analysis, content orientation, and progress monitoring remained consistently less utilized. Intergroup differences were also observed, with two groups exhibiting similar reliance on interim planning and comprehension monitoring, while one group favoured comprehension monitoring and evaluation as dominant strategies. Variations in evaluation patterns across groups further highlight the diverse approaches to SSMR strategy use.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1501270
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Xiao-Feng+Kenan+Kok%22">Xiao-Feng Kenan Kok</searchLink><br /><searchLink fieldCode="AR" term="%22Pearpilai+Jutasompakorn%22">Pearpilai Jutasompakorn</searchLink><br /><searchLink fieldCode="AR" term="%22Eyvonne+Yee+Wen+Yeow%22">Eyvonne Yee Wen Yeow</searchLink><br /><searchLink fieldCode="AR" term="%22Joey+Han+Shi+Tehn%22">Joey Han Shi Tehn</searchLink><br /><searchLink fieldCode="AR" term="%22Man+Fei+See%22">Man Fei See</searchLink><br /><searchLink fieldCode="AR" term="%22May+Moe+Aung%22">May Moe Aung</searchLink><br /><searchLink fieldCode="AR" term="%22Nasya+Song+Lin+Chan%22">Nasya Song Lin Chan</searchLink><br /><searchLink fieldCode="AR" term="%22Vanessa+Man+Rou+Loh%22">Vanessa Man Rou Loh</searchLink>
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Although prior studies have identified socially shared metacognitive regulation (SSMR) strategies that collaborative learners use, research within the simulation game context is limited. The present study advances the growing body of research on SSMR by exploring the trends and intergroup variations of SSMR strategy use among undergraduate student teams when interacting with a ProBanker simulation game environment for four weeks, guided by the metacognitive regulation framework. The study involved 15 undergraduate Accountancy students, organized into three groups of five members each, from a Financial Intermediaries and Markets module. Weekly team discussions during the simulation were audio recorded, transcribed, and analysed using an adapted literature-based coding scheme. The results revealed an overall increase in the use of SSMR strategies over time, with comprehension monitoring being prominent across all weeks and evaluation of learning outcomes and processes showing a progressive rise. However, task analysis, content orientation, and progress monitoring remained consistently less utilized. Intergroup differences were also observed, with two groups exhibiting similar reliance on interim planning and comprehension monitoring, while one group favoured comprehension monitoring and evaluation as dominant strategies. Variations in evaluation patterns across groups further highlight the diverse approaches to SSMR strategy use.
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