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<p>Although prior studies have identified socially shared metacognitive regulation (SSMR) strategies that collaborative learners use, research within the simulation game context is limited. The present study advances the growing body of research on SSMR by exploring the trends and intergroup variations of SSMR strategy use among undergraduate student teams when interacting with a ProBanker simulation game environment for four weeks, guided by the metacognitive regulation framework. The study involved 15 undergraduate Accountancy students, organized into three groups of five members each, from a Financial Intermediaries and Markets module. Weekly team discussions during the simulation were audio recorded, transcribed, and analysed using an adapted literature-based coding scheme. The results revealed an overall increase in the use of SSMR strategies over time, with comprehension monitoring being prominent across all weeks and evaluation of learning outcomes and processes showing a progressive rise. However, task analysis, content orientation, and progress monitoring remained consistently less utilized. Intergroup differences were also observed, with two groups exhibiting similar reliance on interim planning and comprehension monitoring, while one group favoured comprehension monitoring and evaluation as dominant strategies. Variations in evaluation patterns across groups further highlight the diverse approaches to SSMR strategy use.</p>

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Exploring socially shared metacognitive regulation (SSMR) strategies in a simulation game environment

  • 期刊论文

  • 发表日期：

    2025年9月24日

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  • Xiao-Feng Kenan Kok,
  • Pearpilai Jutasompakorn,
  • Eyvonne Yee Wen Yeow,
  • Joey Han Shi Tehn,
  • Man Fei See,
  • May Moe Aung,
  • Nasya Song Lin Chan,
  • Vanessa Man Rou Loh

摘要

Although prior studies have identified socially shared metacognitive regulation (SSMR) strategies that collaborative learners use, research within the simulation game context is limited. The present study advances the growing body of research on SSMR by exploring the trends and intergroup variations of SSMR strategy use among undergraduate student teams when interacting with a ProBanker simulation game environment for four weeks, guided by the metacognitive regulation framework. The study involved 15 undergraduate Accountancy students, organized into three groups of five members each, from a Financial Intermediaries and Markets module. Weekly team discussions during the simulation were audio recorded, transcribed, and analysed using an adapted literature-based coding scheme. The results revealed an overall increase in the use of SSMR strategies over time, with comprehension monitoring being prominent across all weeks and evaluation of learning outcomes and processes showing a progressive rise. However, task analysis, content orientation, and progress monitoring remained consistently less utilized. Intergroup differences were also observed, with two groups exhibiting similar reliance on interim planning and comprehension monitoring, while one group favoured comprehension monitoring and evaluation as dominant strategies. Variations in evaluation patterns across groups further highlight the diverse approaches to SSMR strategy use.