The Impact of Feedback on Metacognitive Monitoring in a Game-Based Learning Environment (Poster 27): Division C - Section 2a: Cognitive and Motivational Processes, Stage 1, 5:13 PM

• In Event: e-Lightening Ed-Talk Session 17 - Stage 1

Abstract

This study examines the impact of feedback on metacognitive monitoring within a game-based learning environment (GBLE). Prior research highlights the importance of metacognitive strategy training (Nietfeld et al., 2006; Händel et al., 2020). Fifth-grade students played "Missions with Monty," designed to increase science literacy, under four feedback conditions: no monitoring, no feedback, generic feedback, and customized feedback. Results indicate that feedback significantly reduces metacognitive bias and improves reading comprehension, with the number of passages completed (dosage) significantly affecting these outcomes. This study supports the use of GBLEs for metacognitive strategy training and underscores their potential to advance literacy instruction by improving metacognitive accuracy. Future research should focus on optimizing GBLE components for diverse learners.

Authors

• Willow Alston-Socha, North Carolina State University

• John L. Nietfeld, North Carolina State University