Enhancing Learner Satisfaction in Simulation-Based Learning: The Impact of Learner Characteristics and Expectancy

Abstract

Digital game-based learning, facilitated by immersive virtual reality technology, has become integral to modern education. This study investigates learner satisfaction within the context of marketing simulations, exploring the roles of Performance Expectancy (PE) and Effort Expectancy (EE), their interplay with learner characteristics, and their alignment with the Self-Determination Theory (SDT). The study's theoretical framework draws from the Technology Acceptance Model (TAM), Expectancy-Confirmation Theory, and SDT. Through factor analyses and hierarchical regression, the research reveals the significance of Performance and Effort Expectancy in influencing Learner Satisfaction. Notably, Performance Expectancy emerges as a stronger driver than Effort Expectancy. The study also explores the impact of learner characteristics, such as gender and game-playing motivations rooted in SDT's principles of intrinsic motivation, on Learner Satisfaction, identifying Striving as a potential deterrent to satisfaction. Despite limitations like sample specificity and self- reported data, this research provides valuable insights into learner engagement in technology-mediated educational contexts, taking into account both cognitive and motivational aspects. The findings underscore the importance of considering individual motives and characteristics in optimizing educational technology interventions.