本研究共計82位實驗參與者，在為期兩個月的實驗後評估其後設認知策略的成長情形。研究結果如下： 一、嵌入回饋機制的情境模擬系統，可顯著提升後設認知策略的運用。 二、不同回饋時機對後設認知策略的運用，會產生不同程度的正向影響。 Learners with higher metacognition are able to execute metacognitive strategies to plan, monitor and evaluate their learning process. Such an ability can be developed and enhanced by being engaged in systematic educational activities. Grounded on research findings in the area of simulation and situational learning, the feedback learners received as well as the timing of interacting with the feedback might influence learners’ engagement, which further influences their development of metacognitive strategies. Therefore, this study aims to investigate the timing of offering learners feedback with clear explanation on their misconception during the learning process and its effects on learners’ metacognitive strategy use. A quasi-experimental design with pre-and-post was conducted for two months to test the effect of a simulation system embedding different timing of feedback. 82 subjects majoring in design were recruited and assigned to the research groups (the delayed-feedback group v. s . the instant-feedback group). Two major findings were discussed with the implications. First, the feedback-embedded simulation system significantly enhanced learner’s use of metacognitive strategy. Second, the positive impacts were significantly varied with different feedback timing. Subjects receiving instant feedback reported significantly higher use of metacognitive strategies. However, as time goes by, subjects in this group reported similar level of using metacognitive strategies to those receiving delayed feedback.