About

John Nietfeld is a member of the Teacher Education and Learning Sciences Department at North Carolina State University. His current research emphasizes self-regulated learning (SRL) and metacognition. He has conducted numerous studies investigating how students monitor their behavior on cognitive tasks and is particularly interested in how classroom training, from K-12 through college, can facilitate more accurate monitoring of performance and strategy use. Currently, he is working on a game-based learning program called Missions with Monty, designed to facilitate and scaffold SRL skills for upper elementary school students in science. Nietfeld has also contributed extensively to the understanding of metacognitive processes, self-regulation, and motivation in educational settings, with a focus on digital games, classroom instruction, and learning environments.

Research topics

• Social psychology
• Psychology
• Computer Science
• Applied psychology
• Mathematics education
• Developmental psychology
• Cognitive psychology

Selected publications

• THE COMPENSATORY ROLE OF STRATEGY TRAINING ON SCIENCE KNOWLEDGE IN A GAME-BASED LEARNING ENVIRONMENT

  ICERI proceedings · 2025-11-01

  article
  PublisherDOI

• The Impact of Teacher Judgments and Strategy Training on Elementary Students’ Reading Achievement

  SSRN Electronic Journal · 2025-01-01

  preprintOpen access1st authorCorresponding
  PublisherDOI

• THE ROLE OF INTEREST IN GAME-BASED MULTIPLE SOURCE INTEGRATION TASKS

  ICERI proceedings · 2025-11-01

  articleSenior author
  PublisherDOI

• EXPLORING AFFORDANCES FOR MULTILINGUAL LEARNERS IN A GAME-BASED LEARNING ENVIRONMENT

  ICERI proceedings · 2025-11-01

  article1st authorCorresponding
  PublisherDOI

• THE IMPACT OF NARRATIVE-BASED GOALS IN A GAME-BASED LEARNING ENVIRONMENT

  ICERI proceedings · 2024-11-01 · 1 citations

  article1st authorCorresponding
  PublisherDOI

• Examining the effects of a game-based learning environment on fifth graders’ reading comprehension and reading motivation.

  Journal of Educational Psychology · 2024-05-09 · 6 citations

  articleOpen accessSenior author
  PublisherDOI

• TEACHER DECISIONS ABOUT EDUCATIONAL GAME INTEGRATION: THE ROLE OF SUBJECTIVE VALUE, TEACHER EPISTEMIC BELIEFS, AND RESEARCH EVIDENCE

  ICERI proceedings · 2024-11-01

  article
  PublisherDOI

• The effect of a distributed metacognitive strategy intervention on reading comprehension

  Metacognition and Learning · 2023-01-26 · 25 citations

  articleSenior author
  PublisherDOI

• THE INTEGRATION OF A PROBLEM-SOLVING BASED MEASURE OF TRANSFER IN A DIGITAL GAME-BASED LEARNING ENVIRONMENT

  INTED proceedings · 2023-03-01 · 2 citations

  article1st authorCorresponding

  THE INTEGRATION OF A PROBLEM-SOLVING BASED MEASURE OF TRANSFER IN A DIGITAL GAME-BASED LEARNING ENVIRONMENT

  PublisherDOI

• More than just fun and games: The role of games in postsecondary education to support self‐regulated learning

  New Directions for Teaching and Learning · 2023-06-01 · 4 citations

  articleOpen access1st authorCorresponding

  Abstract In this chapter, we explore how faculty employ the use of gamification and game‐based learning environments (GBLE) in postsecondary education. Gamification refers to the use of game‐design elements while game‐based learning refers to the use of digital education games. Both are increasingly popular instructional practices and, in this chapter, we specifically examine their potential for supporting students’ self‐regulated learning (SRL). Important for academic success, SRL refers to the active, cyclical process of intentionally directing one's metacognition, motivation, and behavior to achieve a learning goal. Findings from the extant research on gamification and GBLEs conducted in postsecondary settings are reported with connections to SRL processes throughout. Furthermore, we review the effects of games on varied learning, motivation, and SRL outcomes. Finally, we conclude with recommendations for future research and practice, with a primary suggestion of more explicitly addressing SRL in research related to gamification and game‐based learning.

  PublisherOA PDFDOI

Frequent coauthors

• Kristin Hoffmann

  Western University

  7 shared

• Lucy R. Shores

  North Carolina State University

  6 shared

• Li Cao

  6 shared

• Daniell DiFrancesca

  Pennsylvania State University

  5 shared

• Samira Syal

  5 shared

• Rayne A. Sperling

  5 shared

• Gregory Schraw

  University of Nevada, Reno

  4 shared

• Ondra Pešout

  3 shared

Education

• PhD, Educational Psychology

  University of Nebraska-Lincoln

  1999

Awards & honors

• 2016 Fulbright Core Teaching and Research Scholar Award (Est…