Metacognition, is our ability to think about thinking. This cognitive capability enables us to assess, plan, monitor, and evaluate our learning and progress. It is a process that runs in parallel with the current task. This essay delves into one of its key sub-categories: metacognitive knowledge.
design review
Saints and Sinners is a virtual reality game modeled after the television series, The Walking Dead®. The premise is simple; survive by any means necessary—avoid zombies, dodge marauding gangs of survivors, find food, and collect weapons. This review will explore the explicit and implicit learning techniques implemented to help players learn, increase efficiency, and reduce cognitive load.
The user (known as “learner”) is a former gamer who once spent many hours per day playing various types of first-person-shooter video games. A self-described “retired” gamer, he understands general game-play, but with the constraints introduced by the VR modality (a new modality for him), he is considered a novice.
The user (known as “learner”) is a former gamer who once spent many hours per day playing various types of first-person-shooter video games. A self-described “retired” gamer, he understands general game-play, but with the constraints introduced by the VR modality (a new modality for him), he is considered a novice.
1. instruction and environment
The game starts by taking the learner through a training course where he learns to interact with the world around him. In figures 1.1-1.2, he "speaks" with survivors (experts), who guide him through various lessons against zombies that have been restrained and rendered harmless. Experimenting and exploring varying tactics in a safe, risk-free environment is a foundational element of metacognitive growth.
Additionally, O'Neil et al. (2016) showed that scenario-specific guidance engenders better performances and makes knowledge more easily transferable to other tasks.
Additionally, O'Neil et al. (2016) showed that scenario-specific guidance engenders better performances and makes knowledge more easily transferable to other tasks.
figure 1: Your expert guide (Tutorial Man) steps you through each exercise to assure your character can survive in the apocalypse.
2A. limiting cognitive load
At the beginning of each "round", the game character receives assignments from collaborators via short-wave radio transmissions or through randomly dropped letters.
As depicted in Figure 2A, these assignments are automatically cataloged, tracked, and updated in the character's notebook. This feature allows the learner to save valuable cognitive load for more pressing tasks, like navigating through the streets and buildings of each level.
As depicted in Figure 2A, these assignments are automatically cataloged, tracked, and updated in the character's notebook. This feature allows the learner to save valuable cognitive load for more pressing tasks, like navigating through the streets and buildings of each level.
figure 2A: Task lists start small but as the level progresses, right, items are added and checked off. Not having to remember each task reduces cognitive load for the gamer and allows him to focus on surviving. Video still by Vizm.
2B. increasing cognitive load
In this sequence, believing the mission is complete, the character steps out only to face an ambush by a militia squad. A chaotic gunfight ensues, causing the learner’s anxiety—and cognitive load—to spike. Even after seemingly dispatching the militia, the tension doesn’t ease. Ominous background music warns that the threat isn’t over. The learner scans their surroundings, bracing for the unexpected. When he can hear a zombie closing in from behind, the situation becomes even more chaotic. Struggling with weapon management, the learner misses shots they would normally hit and becomes disoriented, even ejecting a magazine by mistake instead of firing. The steadily increasing cognitive load amplifies the sense of stress and urgency, creating a deeply immersive and realistic experience.
figure 2B: The effects of increased cognitive load can be leveraged to create more immersive experiences. Video by author.
3. task completion
Progress is also measured in less overt ways. After each level or mission is completed, the character returns to the safety of his base where items can be tallied, stored, and/or recycled into gear for future missions.
Seeing what has been collected, what is available, and what remains to be collected as shown in figures 3.1-3.3, allows the gamer to assess his progress and create strategies and goals moving forward.
Seeing what has been collected, what is available, and what remains to be collected as shown in figures 3.1-3.3, allows the gamer to assess his progress and create strategies and goals moving forward.
figure 3.1: The recycled value of scavenged or worn-out gear is displayed in terms of “ingredients” which are used to build other items, like, food, first aid, and weapons. Video still by Vizm.
figure 3.2: A running tally of all collected ingredients. Video still by Vizm
figure 3.3: Each card displays how many ingredients are collected vs required. Once enough are collected, the item is buildable. Video still by Vizm
4. scaffolding
Scaffolding is pivotal in fostering self-sufficiency among learners. To help guide learners towards their goals, designers will integrate “supports” into an experience.
Task completion in Saints and Sinners often requires the learner to seek alternate entry into buildings through less than obvious affordances — especially for novices. To scaffold the experience, designers deliberately marked these inconspicuous affordances with white paint so the implied interaction becomes more obvious.
As figures 4.1-4.4 demonstrate, even without being specifically instructed, the learner knows these elements are meant to be interacted with (climbed). Having learned these markings signaled an interaction, the learner is now self-sufficient.
Task completion in Saints and Sinners often requires the learner to seek alternate entry into buildings through less than obvious affordances — especially for novices. To scaffold the experience, designers deliberately marked these inconspicuous affordances with white paint so the implied interaction becomes more obvious.
As figures 4.1-4.4 demonstrate, even without being specifically instructed, the learner knows these elements are meant to be interacted with (climbed). Having learned these markings signaled an interaction, the learner is now self-sufficient.
figure 4.1: The white markings running up the red building forms a ladder like pattern. For the leaner, this pattern and its diversity against surrounding objects signaled a climbable object. Video still by RabidRetrospectGames
figure 4.2: Most bookcases in the game can not be interacted with, so designers applied white markings along each shelf of this bookcase to tell the learner it can be grasped and climbed like a ladder through the hole in the porch ceiling. Video stills by RabidRetrospectGames
figure 4.3: the markings on the drain pipe on the blue house are less obvious but having seen the earlier example, the learner needs less direction to know that this drain pipe is climbable. Video still by RabidRetrospectGames
figure 4.4: here, the learner has reached one of the final levels of the game. after failing to find a way into a key building, the learner knew the actual way in must be accessible only through a “scaffold” entrance. Here, it’s found by scaling and traversing multiple surfaces. Video captured from RabidRetrospectGames