The impact of learner metacognition and goal orientation on problem-solving in a serious game environment

To understand the impact of learner metacognition and goal orientation on problem-solving, this study investigated 159 undergraduate students’ metacognition, goal orientations, and their problem-solving performances and processes in a laboratory setting using a Serious Game (SG) environment that adopts problem-based learning (PBL) pedagogy to teach space science. Utilizing cluster analysis, multiple regression, similarity measure and data visualization, this study analyzed multiple data sources, including computer log data, problem-solving performance scores, and survey data. The results show that both learner metacognition and goal orientation affected problem-solving. The findings of this study offer insights of how learner characteristics impact on problem-solving in SG environments with PBL pedagogy. It also contributes to understanding the design of SG environments to benefit learners based on their metacognitive levels. •Computer log data was used to analyze leaner problem-solving process.•Similarity measure was used to analyze sequence pattern.•Learner metacognition affected learner problem-solving in a serious game.•Learner goal orientation affected learner problem-solving in a serious game.•Dunning-Kruger effect and problem complexity could be the possible explanation forlearner problem-solving differences.