Simulations can provide an environment to experiment safely, openly, and repeatedly for learning. However, many simulation environments fail to account for the unpredictable nature of decision-making within the complex, 3D, open-ended simulation environment. Through the inclusion of a “replay” function for self-regulated after-action review, students answer questions about their understandings by reflecting on their learning within novel scenarios. Created within an educational curriculum, the S’cape module is designed to teach and evaluate understandings about core concepts within an inquiry-based unit. This platform was piloted as a first person explorer game addressing various levels of complexity about chemical and physical properties of substances. The kinds of metacognitive activities supported by the technology, and their associated educational outcomes, are presented.