Incorporating Theories Of Metacognitive Learning In The Design Of A Serious Game On Emotion Regulation

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.