Design Features of Educational Games to Foster Metacognitive Skills: A Systematic Review

Document Type : Systematic Review

Authors

1 Department of Cognitive Sciences, Faculty of Psychology and Education, University of Tehran, Tehran, Iran.

2 Department of Methods, Educational Planning, and Curriculum, Faculty of Psychology and Education, University of Tehran, Tehran, Iran.

Abstract

This systematic review sought to identify and synthesize the key features of educational games that effectively promote metacognitive skills. Given the pivotal role of metacognitive skills in self-regulated learning and academic achievement, understanding the game features that can enhance these skills is particularly significant. A comprehensive search was conducted across Iranian and international databases including Scopus, Web of Science, ScienceDirect, Google Scholar, IranDoc, and NoorMags for studies published between 2015 and 2025. Following PRISMA-based screening procedures, 15 eligible empirical studies were included. A qualitative content analysis approach was employed, and the methodological quality of the studies was evaluated using the MMAT (2018 version). The synthesis of findings revealed several core themes that collectively contributed to the activation of metacognitive processes such as planning, monitoring, evaluation, reflection, and self-regulation. These themes encompassed the platform and mode of gameplay, game objectives, game mechanics, game dynamics, aesthetic elements, scaffolding strategies, and the types of feedback embedded within the games. The results indicated that the most effective metacognitive games were those offering an optimal level of challenge, providing immediate and socially mediated feedback, fostering interaction and collaborative dialogue, and balancing excitement, cognitive engagement, and aesthetic appeal while simultaneously granting learners autonomy and control over their learning experience. Nonetheless, methodological limitations such as heterogeneity in game types, small sample sizes, and reliance on self-reported measures were noted across the reviewed studies. The findings offer practical insights for designers and researchers developing game-based interventions aimed at enhancing metacognitive skills.

Keywords

Main Subjects

References

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Cognitive Science Research
Volume 1, Issue 4
December 2025
Pages 70-90

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History

  • Receive Date: 13 October 2025
  • Revise Date: 03 November 2025
  • Accept Date: 29 November 2025
  • Publish Date: 01 December 2025

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