What type of study is this?

This is a Quasi-Experimental study (also classified as: Mixed-Methods).

Integrating Metacognition into Adaptive Gamification Design to Strengthen Reflective Competence in Pre-service Teacher Education

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Quasi-experimental study showed adaptive gamification significantly improves reflective competence, suggesting effective self-regulation support.

Adaptive gamification significantly improved reflective competence in education students, enhancing critical thinking skills.
In a sample of 128 students, pre-tests and post-tests indicated a marked improvement (p < 0.01), particularly in reflective thinking.
The study utilized a quasi-experimental mixed-methods design, incorporating both quantitative and qualitative data collection methods.
These findings highlight the potential of combining metacognition with gamified learning approaches for teacher training.

Kawatu et al. (2025) studied this question.

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Quasi-experimental study showed adaptive gamification significantly improves reflective competence, suggesting effective self-regulation support.