This study was to explore the impact of integrating metacognitive strategies with information technology on learning table tennis. The participants included three classes (N = 84) from an elementary school in Taipei. They were randomly assigned into one of the three groups: the tradition education (TE), Television (TV) and Tablet PC plus TV (TTV). All the students received the treatments four times within two weeks. The instruments included the table tennis skill evaluation table, the metacognitive awareness questionnaire, and the cognitive load scale. The results showed that the TTV group showed significantly higher scores on skill performance and metacognitive strategies than the TE group. The TTV group also had lower cognitive load than the TE group.