Abstract Interactive digital game play is a popular activity of childhood. The current study examined metacognitive affordances provided by digital games for children 6- to 10-years-old. Fifteen games from five different genres were coded for features of interactivity, including level-of-control, feedback, and adaptivity. Parents reported time their child spent on each of these games, and children completed a measure of metacognitive awareness. Children's preference for different gaming environments were also examined. Results indicated that exposure to games high in interactive features was positively associated with children's metacognitive awareness. However, exposure to games with fewer interactive features was unrelated to metacognitive awareness. Game preferences did not differ by age or sex. These results support the hypothesis that different digital games provide children with differential opportunities for metacognitive experience and have implications for future research investigating interactive media and children's cognitive development during middle childhood.

中文翻译：

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童年中期的数字游戏和元认知

摘要 交互式数字游戏是儿童时期的一项流行活动。目前的研究检查了数字游戏为 6 至 10 岁儿童提供的元认知可供性。来自五种不同类型的 15 款游戏针对交互性特征进行了编码，包括控制水平、反馈和适应性。父母报告了他们的孩子花在这些游戏上的时间，孩子们完成了元认知意识的测量。还研究了儿童对不同游戏环境的偏好。结果表明，接触互动性强的游戏与儿童的元认知意识呈正相关。然而，接触互动功能较少的游戏与元认知意识无关。游戏偏好不因年龄或性别而异。