Abstract
The ability to regulate one’s emotions is inextricably linked to positive life outcomes. Emotion regulation, however, is a skill that ranges between individuals and often does not reach appropriate patterns of development all the way into adulthood. Current research in the field suggests that the ability is trainable. This research aimed at identifying the design requirements for the development of a digital touchscreen game with the long-term goal of enhancing children’s awareness regarding their emotion regulation (ER). A review of the literature suggested that in order to achieve the aforementioned goal, such a game needed to take the form of a story-creation activity and elicit (self-) reflection regarding ER strategy use. Based on theoretical considerations, it was proposed that a metacognitive approach, facilitated by questions, would succeed in promoting the above aims. The present paper, aims to present the implementation of this approach into a story-creation game and, in particular, describe the process of incorporating metacognitive theories of learning into the design choices.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Alexander, P.A., Judy, J.E.: The interaction of domain-specific and strategic knowledge in academic performance. Rev. Educ. Res. 58(4), 375–404 (1988)
Bahman, S., Maffini, H.: Developing Children's Emotional Intelligence. Bloomsbury Publishing (2008)
Brown, A.L.: Metacognition, executive control, self-regulation and other more mysterious mechanisms. In: Weinert, F.E., Kluwe, R.H. (eds.) Metacognition, Motivation and Understanding, pp. 65–116. Erlbaum, Hillsdale, NJ (1987)
Cole, P.M., Michel, M.K., Teti, L.O.D.: The development of emotion regulation and dysregulation: a clinical perspective. Monogr. Soc. Res. Child Dev. 59(2-3), 73–102 (1994)
de Boer, H., Donker, A.S., Kostons, D.D., van der Werf, G.P.: Long-term effects of metacognitive strategy instruction on student academic performance: a meta-analysis. Educ. Res. Rev. 24, 98–115 (2018)
de Jager, B., Jansen, M., Reezigt, G.: The development of metacognition in primary school learning environments. School Effect. School Improve. 16(2), 179–196 (2005)
Denham, S.A.: Dealing with feelings: how children negotiate the worlds of emotions and social relationships. Cogn. Brain Behav. 11(1), 1–48 (2007)
Flavell, J.H.: Metacognitive aspects of problem solving. In: Resnick, L.R. (ed.) The Nature of Intelligence, pp. 231–235. Erlbaum, Hillsdale (1976)
Garner, R., Alexander, P.A.: Metacognition: answered and unanswered questions. Educ. Psychol. 24(2), 143–158 (1989)
Garrison, D.R., Akyol, Z.: Toward the development of a metacognition construct for communities of inquiry. Internet High. Educ. 24, 66–71 (2015)
Gross, J.J.: The emerging field of emotion regulation: an integrative review. Rev. Gener. Psychol. 2, 271–299 (1998)
Holodynski, M., Friedlmeier, W.: Development of Emotions and Emotion Regulation. Springer, New York (2006)
Jacobs, J.E., Paris, S.G.: Children’s metacognition about reading: issues in definition, measurement, and instruction. Educ. Psychol. 22(3–4), 255–278 (1987)
Jonassen, D.H., Hernandez-Serrano, J.: Case-based reasoning and instructional design: using stories to support problem solving. Educ. Tech. Res. Dev. 50(2), 65–77 (2002)
Kruit, P.M., Oostdam, R.J., Van den Berg, E., Schuitema, J.A.: Effects of explicit instruction on the acquisition of students’ science inquiry skills in grades 5 and 6 of primary education. Int. J. Sci. Educ. 40(4), 421–441 (2018)
Kuhn, D.: Metacognitive development. Curr. Dir. Psychol. Sci. 9(5), 178–181 (2000)
Larkin, S.: Metacognition in Young Children. Routledge (2009)
Lewis, H.: Supporting the development of young children’s metacognition through the use of video-stimulated reflective dialogue. Early Child Dev. Care, 1–17 (2017)
Liskala, T., Vauras, M., Lehtinen, E.: Socially-shared metacognition in peer learning? Hellenic J. Psychol. 1(2), 147–178 (2004)
Lucangeli, D., Galderisi, D., Cornoldi, C.: Specific and general transfer effects following metamemory training. Learn. Disabil. Res. Pract. 10(1), 11–21 (1995)
McQuiggan, S.W., Rowe, J.P., Lee, S., Lester, J.C.: Story-based learning: the impact of narrative on learning experiences and outcomes. In: Woolf, B.P., Aïmeur, E., Nkambou, R., Lajoie, S. (eds.) ITS 2008. LNCS, vol. 5091, pp. 530–539. Springer, Heidelberg (2008). https://doi.org/10.1007/978-3-540-69132-7_56
Mevarech, Z.R., Kramarski, B.: IMPROVE: a multidimensional method for teaching mathematics in heterogeneous classrooms. Am. Educ. Res. J. 34(2), 365–394 (1997)
Mevarech, Z.R., Susak, Z.: Effects of learning with cooperative-mastery method on elementary students. J. Educ. Res. 86(4), 197–205 (1993)
Michalsky, T., Mevarech, Z.R., Haibi, L.: Elementary school children reading scientific texts: effects of metacognitive instruction. J. Educ. Res. 102(5), 363–376 (2009)
Monroe, M.C., DeYoung, R.: The role of interest in environmental information: a new agenda. Child. Environ., 243–250 (1994)
Monroe, M.C., Kaplan, S.: When words speak louder than actions: environmental problem solving in the classroom. J. Environ. Educ. 19(3), 38–41 (1988)
Muijs, D., Reynolds, D.: Being or doing: the role of teacher behaviors and beliefs in school and teacher effectiveness in mathematics, a SEM analysis. In: Annual Meeting of the American Educational Research Association, Seattle, WA (2001)
Nelis, D., Quoidbach, J., Hansenne, M., Mikolajczak, M.: Measuring individual differences in emotion regulation: the emotion regulation profile-revised (ERP-R). Psychol. Belgica 51(1), 49–91 (2011)
Pressley, M., Ghatala, E.S.: Self-regulated learning: monitoring learning from text. Educ. Psychol. 25(1), 19–33 (1990)
Pressley, M., McCormick, C.: Cognition, Teaching, and Assessment. HarperCollins College Publishers, New York (1995)
Rothbart, M.K., Posner, M.I., Kieras, J.: Temperament, attention and the development of selfregulation. In: McCartney, K., Phillips, D. (eds.) Blackwell Handbook of Early Childhood Development. Blackwell, Oxford (2006)
Rubin, K.H., Coplan, R.J., Fox, N.A., Calkins, S.D.: Emotionality, emotion regulation and preschoolers’ social adaptation. Dev. Psychopathol. 7, 49–62 (1995)
Rydell, A.M., Berlin, L., Bohlin, G.: Emotionality, emotion regulation, and adaptation among 5-to 8-year-old children. Emotion 3(1), 30 (2003)
Schoenfeld, A.H.: What’s all the fuss about metacognition. Cogn. Sci. Math. Educ. 189, 215 (1987)
Schoenfeld, A.H.: Learning to think mathematically: problem solving, metacognition, and sense making in mathematics. In: Handbook of Research on Mathematics Teaching and Learning, pp. 334–370 (1992)
Thompson, R.A.: Emotional Regulation and Emotional Development. Educ. Psychol. Rev. 3(4), 269–307 (1991)
Thompson, R.A.: Early attachment and later development. In: Cassidy, J., Shaver, P.R. (eds.) Handbook of Attachment: Theory, Research, and Clinical Applications, pp. 265–286. The Guilford Press, New York (1999)
Vauras, M., Liskala, T., Kajamies, A., Kinnunen, R., Lehtinen, E.: Shared regulation and motivation of collaborating peers: a case analysis. Psychol.: Int. J. Psychol. Orient 46, 19–37 (2003)
Veenman, M.V.J., Spaans, M.A.: Relation between intellectual and metacognitive skills: age and task differences. Learn. Individ. Diff. 15, 159–176 (2005)
Veenman, M.V.J., Van Hout-Wolters, B.H.A.M., Afflerbach, P.: Metacognition and learning: conceptual and methodological considerations. Metacogn. Learn. 1, 3–14 (2006)
Veenman, S.A.M.: Effectieve instructie volgens het directe instructiemodel [Effective instruction based on the direct instruction model]. Pedagogische Stud. 69(4), 242–269 (1992)
Wang, M.C., Haertel, G.D., Walberg, H.J.: What influences learning? A content analysis of review literature. J. Educ. Res. 84, 30–43 (1990)
Wells, G.: The Meaning Makers: Children Learning Language and Using Language to Learn. Heinemann Educational Books, Inc., London (1986)
Weytens, F., Luminet, O., Verhofstadt, L.L., Mikolajczak, M.: An integrative theory-driven positive emotion regulation intervention. PLoS One 9(4), e95677 (2014). 59
White, R.T.: Implications of recent research on learning for curriculum and assessment. J. Curric. Stud. 24(2), 153–164 (1992)
Whitebread, D., et al.: The development of two observational tools for assessing metacognition and self-regulated learning in young children. Metacogn. Learn. 4(1), 63–85 (2009)
Young, R.D., Monroe, M.C.: Some fundamentals of engaging stories. Environ. Educ. Res. 2(2), 171–187 (1996)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Switzerland AG
About this paper
Cite this paper
Chytiroglou, S., Pollak, I., Pain, H. (2019). Incorporating Theories of Metacognitive Learning in the Design of a Serious Game on Emotion Regulation. In: Liapis, A., Yannakakis, G., Gentile, M., Ninaus, M. (eds) Games and Learning Alliance. GALA 2019. Lecture Notes in Computer Science(), vol 11899. Springer, Cham. https://doi.org/10.1007/978-3-030-34350-7_10
Download citation
DOI: https://doi.org/10.1007/978-3-030-34350-7_10
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-34349-1
Online ISBN: 978-3-030-34350-7
eBook Packages: Computer ScienceComputer Science (R0)