Metacognitive awareness could empower students to monitor their understanding and performance in various subjects, allowing them to identify areas where they may be struggling. By regulating their learning strategies, students can employ more effective approaches to studying, adjusting their methods in response to their performance and comprehension levels. Previous studies showed that accurate metacognitive judgments using metacognitive prompts such as retrospective confidence judgments (RCJ) are essential for making informed decisions about study strategies and problem-solving. Hence, this study investigates how the metacognitive judgment question influence students’ metacognitive awareness. Participants were divided into two groups. Group A engaged in their learning using a location-based AR environment, while Group B completed their learning through a computer-based platform. After the learning sessions, both groups filled out the Metacognitive Awareness Inventory (MAI) questionnaires to assess their experiences. In the AR condition, students used Microsoft HoloLens and the Near Field Electromagnetic Range (NFER) system to learn biomechanics concepts through a hands-on activity. To compare the results from the AR condition, the study also explored metacognitive awareness in a computer-based task focused on program comprehension. We hypothesize that there are significant MAI differences between the AR and computer-based learning environments. This study provides insights into the role of metacognition and learning environments, with implications for enhancing metacognitive skills in diverse educational contexts.