Journal of Literacy & Technology
This paper theorizes the use of play and gamified methods to foster metacognition, or strategies for learning and learning about learning, in online graduate instruction. In the process, it calls into question the determinism of “serious” games as being the only means of facilitating metacognition. Ultimately, by adopting metagame approaches—that is, approaches based on0 goals and achievements that are external to the game and/or are developed by the players themselves—metacognition can and does occur because students participate in the development of the rewards. Moreover, any metagame feature ultimately becomes a commentary so that an approach based on metagaming offers its own in-built formative feedback.
Original Publication Citation
Ouellette, M. A. (2020). I told you that to tell you this: Metagaming and meta-cognition in the hybrid classroom.” Journal of Literacy & Technology, 21(4), 58-85.
Ouellette, Marc A., "I Told You That to Tell You This: Metagaming and Metacognition in the Hybrid Classroom" (2020). English Faculty Publications. 150.