ArticleFrontiers in psychology2026
A gamified interactive E-book incorporating metacognitive self-regulation: effects on physics achievement, learning motivation, and metacognitive self-regulation ability in junior high school.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Although metacognitive self-regulation strategies (MSRS) have demonstrated robust effects on learning outcomes, their implementation in traditional classrooms often yields inconsistent results due to insufficient motivational support and delayed feedback. This study investigated whether gamification can serve as motivational infrastructure to sustain MSRS implementation in junior high school physics education. A Gamified Interactive E-Book (GIEB) was designed, grounding metacognitive scaffolding (planning-monitoring-reflection) within a gamified environment informed by Self-Determination Theory and Zimmerman's cyclical model of self-regulated learning. Using a quasi-experimental pretest-posttest design, 60 eighth-grade students in China were assigned to either the GIEB group (
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