METACOGNITIVE SKILLS (SELF-REGULATED THINKING) IN PRIMARY SCHOOL STUDENTS THROUGH INNOVATIVE INTERACTIVE GAMES

Abstract

Metacognitive skills play a fundamental role in the intellectual and personal development of primary school students. These skills enable learners to understand, monitor, and regulate their own thinking processes, thereby fostering independent learning and lifelong educational success. This paper explores the effectiveness of innovative interactive games as a pedagogical tool for developing metacognitive abilities in young learners. Modern educational technologies have transformed traditional teaching methods by introducing engaging, learner-centered activities that stimulate reflection, strategic thinking, and self-assessment. Interactive games provide meaningful learning environments where children actively participate in solving problems, making decisions, evaluating their performance, and adjusting their learning strategies. The study emphasizes that integrating innovative game-based learning into primary education enhances students' motivation, creativity, critical thinking, collaboration, and academic achievement while strengthening self-regulated learning competencies.