Imagine students eagerly discussing not just what happened in their latest adventure book, but how the protagonist figured out which clues to follow, what mistakes they made along the way, and how they adapted their strategy when their first plan didn’t work. This is the magic that happens when we combine the natural appeal of adventure stories with intentional metacognitive instruction.
What makes this combination so powerful?
Teaching metacognition, or thinking about thinking, can lead to pupils making up to nine months of additional progress (Education Endowment Foundation, 2025). Yet many students struggle to engage with abstract discussions about their learning processes.
Adventure stories offer an ideal way to connect. Through quest-based narratives, children can navigate complex emotions and moral choices, helping them build empathy and self-awareness. As they relate to the hero’s challenges and successes, they gain greater insight into themselves and those around them (Lee, 2025). When students follow heroes who must plan their journey, monitor their progress, and evaluate their success, these are the core components of metacognition. They’re witnessing these cognitive processes in action.
From page to practice:
Bringing it into your classroom
Start with strategic story writing
Why not create adventure books tailored to a classroom’s needs? Designing scenarios where protagonists encounter meaningful challenges, solve puzzles, and make thoughtful decisions. Whether it’s planning how to navigate a tricky situation, weighing up risks, or unravelling a mystery, these story moments naturally encourage reflection and strategic thinking. They also provide rich opportunities for metacognitive discussions that align closely with your learners’ experiences.
As students read, pause at key decision points and ask: “What information is the character using to make this choice?” “What might they be thinking about their strategy right now?” These questions help students recognise the thinking processes at work.
Problem-solving parallels
Metacognitive and self-regulation strategies work through learners’ planning, monitoring and evaluating their learning strategies (Education Endowment Foundation, 2025). Self-made adventure books are filled with puzzles, riddles, and strategic challenges that mirror the types of problems encountered in academic settings.
When characters in the story encounter a coded message or need to figure out a pattern, the reading can be paused to engage students in the same process. They can work through the problem alongside the characters, then compare their thinking strategies with those used in the book.
Reflection and connection
After finishing an adventure book, teachers can facilitate discussions that explicitly connect the character’s journey to students’ own learning processes. Questions like “When in your own learning do you feel like the hero facing a difficult challenge?” or “What strategies did the protagonist use that you could try in math class?” help students transfer insights from the fictional realm to their academic lives.
The metacognitive magic in action
The beauty of this approach lies in its natural appeal. Students don’t feel like they’re being taught abstract learning strategies; they’re simply diving deep into stories they already love. Yet through these discussions and activities, they’re developing crucial skills: recognising when they don’t understand something, knowing how to seek help or resources, and learning to adjust their approach when initial strategies don’t work.
Whether working with reluctant readers who become engaged through a thrilling quest or advanced students ready to analyse complex character decisions, adventure books offer multiple entry points for metacognitive development. The key lies in intentionally highlighting the thinking processes within stories and supporting students in recognising those same processes within their own learning journeys.
By combining the irresistible appeal of adventure narratives with systematic metacognitive instruction, we equip students with both the tools and the motivation to become more thoughtful and strategic learners, making the journey genuinely enjoyable for everyone involved.
References
Chartered College of Teaching. (2024, November 12). Metacognition: books, resources and teaching tips I’ve found useful. Research Hub. https://my.chartered.college/research-hub/metacognition-books-resources-and-teaching-tips-to-help-students-know-themselves-as-learners/
Education Endowment Foundation. (2025, May 21). Metacognition and self-regulation. Teaching Learning Toolkit. https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/metacognition-and-self-regulation
Lee, S. (2025, May 28). Quest narratives in children’s lit. Number Analytics. https://www.numberanalytics.com/blog/quest-narratives-childrens-literature