The Role of Metacognition in Learning via Serious Games

Abstract

This chapter focuses on three recommendations from the National Research Council (2011) for conducting research that may increase the impact of serious games on student achievement. At the core of these recommendations is an emphasis on the role of metacognition in learning. The first recommendation examines the player's self-awareness as a learner and how a sense of agency can be nurtured by serious games to promote self-regulated learning. The second examines the mediating processes within the individual that influence learning with games. This section describes embodied cognition, which examines the interactions among body, mind, and game environment that can lead to learning. The third examines the problem of transfer of learning. This section offers suggestions on how transfer from gaming contexts to academic contexts can be facilitated. The chapter concludes with an examination of whether research in response to these recommendations can positively impact learning via the serious game.

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