“ADAPTIVE METACOGNITIVE PAUSES” IN EDUCATIONAL GAMES: FROM SELF-REGULATION TO TRANSFER

<doi>10.24250/jpe/2/2025/MMM/</doi>

Abstract

This research aims to investigate the impact of adaptive
metacognitive pauses integrated into educational games on
the development of cognitive awareness and self-regulation
in middle school students. The study aimed to evaluate the
influence of the intervention on scores on the
Metacognitive Awareness Inventory (MAI), analyze
observable self-regulation behaviors, examine performance
on transfer tasks, and explore the relationship between the
frequency of interventions and the level of metacognition at
posttest. The sample consisted of 60 students (grades VI
VIII), randomly assigned to two groups: experimental
(n=30), which used the educational game with adaptive
metacognitive breaks, and control (n=30), which
underwent the same activity but with neutral breaks. The
intervention lasted six weeks, with two 30–40-minute
sessions per week. Data were collected using the MAI
questionnaire, game telemetry (revision rate, reflection
duration, feedback use), transfer tests (immediate, delayed,
4-week follow-up), and a motivation questionnaire.
Statistical analysis (SPSS, version 26) included t-tests for
independent samples, 2×2 mixed ANOVA, and Pearson
correlations. The results indicated robust effects of
adaptive breaks. Students in the experimental group
showed significant increases in MAI scores (+12.2 points,
p<.001, n²=.40), compared to the marginal progress of the
control group. They also exhibited superior self-regulatory
behaviors (more frequent revision, longer reflection, more
active use of feedback), with large effects (d>1.4).
Performance on transfer tasks was significantly higher in
the experimental group, both at posttest (near and far
transfer) and at follow-up, confirming the persistence of
the effects. In addition, correlational analysis revealed a
strong positive relationship between the frequency of
adaptive interventions and posttest MAI scores (r=.62,
p<.001).The
conclusions
highlight
that
adaptive
metacognitive pauses can be an effective pedagogical tool