Abstract: This study aimed to develop gaming materials for metacognitive knowledge retention in interpersonal problem solving and to evaluate the learning effect of the gaming materials. The findings indicate that the review materials and handbooks developed in this study for reviewing and consolidating metacognitive knowledge were effective in consolidating knowledge of problem-solving procedures and in utilizing domain-specific knowledge, but had little effect on consolidating ways of viewing and thinking. It should be presumed that the students did not understand ways of viewing and thinking at the definitional level during the lecture phase. The addition of review materials alone is not sufficient to promote the understanding of ways of viewing and thinking. Moreover, the content of instruction needs to be devised at the lecture stage.