Promoting metacognition within a game-based environment

Erica L. Snow, Matthew E. Jacovina, Danielle McNamara

Research output: Chapter in Book/Report/Conference proceedingConference contribution

3 Scopus citations


Metacognition refers to students’ ability to reflect upon what they know and what they do not know. However, many students often struggle to master this regulatory skill. We have designed and implemented two features to promote metacognition within the game-based system iSTART-2. These two features have been tested and shown to have positive impacts on students’ ability to reflect upon their performance. Future work is being planned to further explore the most effective way to implement these features and the ultimate impact they have on learning outcomes. We are seeking advice and feedback on the methodology and metacognitive feature design that will be included in a series of follow-up studies. The implications of this work for both iSTART-2 and the AIED field are discussed.

Original languageEnglish (US)
Title of host publicationArtificial Intelligence in Education - 17th International Conference, AIED 2015, Proceedings
EditorsCristina Conati, Neil Heffernan, Antonija Mitrovic, M. Felisa Verdejo
PublisherSpringer Verlag
Number of pages4
ISBN (Print)9783319197722
StatePublished - 2015
Event17th International Conference on Artificial Intelligence in Education, AIED 2015 - Madrid, Spain
Duration: Jun 22 2015Jun 26 2015

Publication series

NameLecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
ISSN (Print)0302-9743
ISSN (Electronic)1611-3349


Other17th International Conference on Artificial Intelligence in Education, AIED 2015


  • Design
  • Game-based learning
  • Metacognition
  • Self-assessment

ASJC Scopus subject areas

  • Theoretical Computer Science
  • Computer Science(all)


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