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Updated: Jun 11, 2025
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Published on: February 23, 2024
Exploring the improvement path of virtual simulation experiments: based on the influencing factors and mediating
Qingqing Liang1, Haozhen Wu2, Yibiao Yuan3
1Nanjing Forestry University, Nanjing, China.
Background:
Virtual simulation experiment is a vital component of higher education digitalization, emerging from the deep integration of specialty disciplines and information technology. Chinese universities have invested heavily in the construction of virtual simulation experiment projects, and the number of projects is considerably large. However, the popularity and effectiveness of these projects are not satisfactory. As an important index to measure the teaching quality, analyzing the influencing factors and mediating effects of learning satisfaction of virtual simulation experiment is an effective entry point to improve the quality and efficiency of virtual simulation experiment teaching and improve the learning effect.
Methods:
This study used quantitative research methods. The research sample includes 538 students from various levels of higher education institutions such as Nanjing University, Nantong University, Nanjing Medical University, and Jiangsu University, covering 11 majors. They started to study the virtual simulation experiment course for one academic year in September 2023 and conducted a questionnaire survey at the end of the course. The questionnaire survey involved four aspects, mainly from the student dimension, course dimension, the technical dimension, and the embodied dimension to evaluate the learning satisfaction of the virtual simulation experiment course. The data were analyzed using SPSS and AMOS.
Results:
According to the results of the structural equation modeling (SEM), all of the student dimension (learning motivation {β = 0.658,p < 0.001} and task value {β = 0.339,p < 0.001}), course dimension (course content {β = 0.275,p < 0.001}, course flexibility {β = 0.052,p < 0.002}, and course quality {β = 0.635,p < 0.001}), technical dimension (interface design {β = 0.445,p < 0.001}, interaction design {β = 0.151,p < 0.001}, technical adaptability {β = 0.225,p < 0.001}, and technical reliability y{β = 0.140,p < 0.001}), and embodied dimension (social presence {β = 0.270,p < 0.001} and spatial presence {β = 0.689,p < 0.001}) have positive effects on improving the learning satisfaction of virtual simulation experiments. Meanwhile, the technical dimension exhibited a mediating effect in the influence of embodied dimension on learning satisfaction.
Conclusions:
To enhance the learning effectiveness of virtual simulation experiments, we can put forward the strategies from four dimensions including students, course, technical, and embodied to specifically address learning satisfaction. This approach would provide directional guidance for the development of medical virtual simulation experiments.
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