This study examines the effects of a metacognitive strategy training intervention on science knowledge, metacognitive monitoring, and self-efficacy within a game-based learning environment (GBLE). Fifth-grade students engaged with Missions with Monty, a GBLE designed to enhance science knowledge, comprehension, and foster metacognitive strategy use by requiring players to read and analyze passages to navigate challenges and locate the central character, a Monitor Lizard named Monty. Participants were assigned either to a Training Camp group, which received explicit instruction in metacognitive strategies before gameplay, or to a control group with no additional training.

Results showed that the strategy training had a significant compensatory effect for students with low prior science knowledge. These students exhibited greater gains in science knowledge, improved metacognitive calibration, and reduced overconfidence (bias) relative to their peers in the control condition. Notably, interaction effects revealed that the training benefited students who began the game with limited science knowledge, suggesting the intervention helped close key learning gaps. Training had a significant positive effect on science self-efficacy, with some evidence of moderated gains among students with lower prior knowledge.

The study underscores the value of strategy training in enhancing key cognitive and metacognitive processes and the role that GBLEs play in supporting their development. By emphasizing strategies such as self-monitoring, goal-setting, and adaptive thinking, the training not only improved learning outcomes but also fostered essential skills for SRL. The findings underscore the value of game-based environments in delivering personalized, engaging, and effective educational experiences. This study highlights the potential of GBLEs to integrate science literacy and metacognitive strategy development, advancing instructional practices for diverse learner populations. Future research should explore the scalability of such interventions and investigate how to optimize GBLE design to support learners with varying learning needs.

Keywords: Metacognitive strategy training, Game-based learning environment, Science knowledge, Self-regulated learning, Metacognitive monitoring, Reading comprehension.