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

Summary/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, η²=.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 for developing reflective thinking and self-regulation in learning. The intervention not only enhances immediate performance but also facilitates knowledge transfer and strengthens metacognitive skills in the medium term, with significant implications for instructional design and the use of educational games in schools.

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