Learning Motivation, Performance and Metacognition within a Problem-based Gaming: Relations among Learners’ Self-regulated Learning, Cognition Processing and Achievement

Abstract

This present study is to investigate the relations among learners’ self-regulation, cognition processing and achievement in problem-based gaming. Problem-based gaming is used as a mind tool to foster learners’ motivation and cognition. And self-regulated learning regarded as a support and scaffolding motivationally, metacognitively, and behaviorally helps learners engage in their own learning cognitive process. Thus, the goal of this study is to test the conceptual model of the relations among learners’ self-regulation, cognition processing and achievement.