The genre of massively multiplayer online role-playing games has become increasingly popular with adolescent males. While researchers have studied the social aspect of online role-playing games, there is little known about the metacognitive and self-scaffolding processes that players engage in as they navigate these digital immersive environments. This case study focuses on the experience of an adolescent male gamer as he develops his knowledge, selfawareness and virtual identity.


Metacognition, Self-Scaffolding, Immersive Learning, MMORPG, Gaming, Virtual Identity, Observational Case Study

Author Bio(s)

Ruba Monem is an adjunct instructor for the Department of Teaching and Learning at Florida International University. Ruba Monem has also been involved in K-12 education for nearly a decade. Her research focuses on instructional technology in secondary settings. Correspondence regarding this article can be addressed directly to: Ruba Monem at Email: ruba.monem@fiu.edu

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Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.


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