Liang Qingqing, Wu Haozhen, Yuan Yibiao
Nanjing Forestry University, Nanjing, China.
National Demonstration Center for Experimental Basic Medical Education, Nanjing Medical University, Nanjing, China.
BMC Med Educ. 2024 Oct 1;24(1):1081. doi: 10.1186/s12909-024-06082-x.
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.
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.
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.
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.
虚拟仿真实验是高等教育数字化的重要组成部分，它源于专业学科与信息技术的深度融合。中国高校在虚拟仿真实验项目建设上投入巨大，项目数量众多。然而，这些项目的普及程度和效果并不理想。作为衡量教学质量的重要指标，分析虚拟仿真实验学习满意度的影响因素及中介效应，是提高虚拟仿真实验教学质量和效率、提升学习效果的有效切入点。
本研究采用定量研究方法。研究样本包括来自南京大学、南通大学、南京医科大学和江苏大学等不同层次高等院校的538名学生，涵盖11个专业。他们于2023年9月开始学习虚拟仿真实验课程，为期一学年，并在课程结束时进行问卷调查。问卷调查主要从学生维度、课程维度、技术维度和沉浸维度四个方面，对虚拟仿真实验课程的学习满意度进行评价。数据采用SPSS和AMOS进行分析。
根据结构方程模型（SEM）的结果，学生维度（学习动机{β = 0.658，p < 0.001}和任务价值{β = 0.339，p < 0.001}）、课程维度（课程内容{β = 0.275，p < 0.001}、课程灵活性{β = 0.052，p < 0.002}和课程质量{β = 0.635，p < 0.001}）、技术维度（界面设计{β = 0.445，p < 0.001}、交互设计{β = 0.151，p < 0.001}、技术适应性{β = 0.225，p < 0.001}和技术可靠性{β = 0.140，p < 0.001}）以及沉浸维度（社交临场感{β = 0.270，p < 0.001}和空间临场感{β = 0.689，p < 0.001}）均对提高虚拟仿真实验的学习满意度有积极影响。同时，技术维度在沉浸维度对学习满意度的影响中表现出中介效应。
为提高虚拟仿真实验的学习效果，可从学生、课程、技术和沉浸四个维度提出具体策略来解决学习满意度问题。这将为医学虚拟仿真实验的发展提供方向指导。
