In contemporary science and engineering, where collaboration has become the norm, researchers’ cognitive biases may hinder rational decision-making. This study aimed to develop a web-based learning program to support awareness of cognitive biases in collaborative research contexts and to explore users’ experiences of metacognitive reflection. The program was designed around 27 cognitive biases relevant to collaboration and included a self-report diagnostic test, conceptual explanations, and short episode-based four-panel cartoons and video materials reflecting research situations. Ten graduate students and researchers in science and engineering participated in the study, using the program over a period of time and subsequently engaging in semi-structured interviews. The collected data were analyzed qualitatively. The findings showed that participants used the concept of cognitive bias as a resource for reflecting on their own patterns of thinking and judgment. However, these reflective experiences did not appear in a single or uniform manner; rather, they unfolded in four forms: naming, surfacing, reframing, and reinterpretation. This suggests that the concept of cognitive bias can function as an epistemic resource through which users reinterpret and make sense of their experiences and thinking in diverse ways. Meanwhile, participants’ responses indicated a gap between awareness of cognitive biases and actual behavioral change. In addition, reflection on cognitive biases, while meaningful as an individual internal process, appeared to be a dynamic process that can be further expanded through social interaction. This study contributes to understanding how metacognitive reflection on cognitive biases is formed and developed, and offers implications for the design and improvement of debiasing programs for researchers.