Research Goals and Theoretical Framework. Numerous researchers have emphasized the role of metacognitive processes in inquiry learning (White & Frederiksen, 1998, 2005; Kuhn, Black, Keselman, & Kaplan, 2000; Kempler, 2006; Kuhn & Pease, 2008). As an example, White et al offer a framework for inquiry learning, the meta-knowledge framework, which contains four primary processes: theorizing, questioning and hypothesizing, investigating, analyzing and synthesizing (White & Frederiksen, 1998; White, Frederiksen, Collins, in press). As part of this framework, they claim there is a meta-processing level where one evaluates not only what process should be carried out but how well it is being carried out. Similarly, research on games and multi-user virtual environments (MUVEs) suggest curricula delivered via these technologies have the potential to offer more authentic science inquiry learning that reflect the processes in White et als framework (Gee, 2003; Dede, 2009, Clark et al, 2009). We are studying how curricula delivered via immersive technologies have the potential to create learning experiences that (1) allow for authentic inquiry learning (2) enable metacognitive processes laid out by White et al. The research questions we will address in this poster are: what aspects of learning influence students' metacognitive processes? What aspects of MUVEs allow for students to engage in metacognitive processes?