Abstract—In this paper, we study the self-regulated learning
aspect in an interactive open-ended game-like design
environment. We used the interactive game UNTANGLED to
conduct this study. This paper is focused on studying the effect
of time breaks on the performance of game players and the
quality of solutions players generate. Our results suggest that i)
games should require a certain level of metacognition, so that
players are expected to self-evaluate, self-direct, and self-select
choices that lead to feasible solutions; ii) game should include
motivational tools that aid in the movement through the material
available in the game that leads to meaningful learning; and iii)
games should enhance behaviors that lead to various strategies
players can select from for decision making.
Index Terms—Engineering education, games with a purpose, mapping, placement, self-regulated learning, STEM games.
Gayatri Mehta is with Electrical Engineering, University of North Texas, Texas, USA (e-mail: firstname.lastname@example.org).
Brett Kellerstedt and Jeanne Tunks are with College of Education, University of North Texas, Texas, USA (e-mail: Brett.Kellerstedt@unt.edu, email@example.com).
Kiran Sanagapaty, Alok Pal, and Rani Deepika Balavendran Joseph are with College of Engineering, University of North Texas, USA (e-mail: KiranSanagpaty@my.unt.edu, AlokPal@my.unt.edu, RaniDeepikaBalavendranJoseph@my.unt.edu).
Cite: Gayatri Mehta, Brett Kellerstedt, Jeanne Tunks, Kiran Sanagapaty, Alok Pal, and Rani Deepika Balavendran Joseph, "A Study of Self-regulated Learning in an Online Gaming Environment for Engineering Education," International Journal of Information and Education Technology vol. 7, no. 6, pp. 406-410, 2017.