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Background <p>Virtual Simulation Experiments (VSE) are increasingly applied in medical education, yet their role in medical microbiology remains underexplored. This study evaluated a VSE system designed for the isolation, culture, and identification of enteric pathogens, framed by Self-Determination Theory (SDT) and the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2).</p> Methods <p>Ninety medical students were randomly assigned to either a VSE group or a traditional teaching group. Outcomes were assessed through operational skill and knowledge tests, supplemented by qualitative feedback.</p> Results <p>The VSE group achieved higher scores in operational skills (89.6 ± 5.2 vs. 81.8 ± 6.3, <i>p</i> &lt; 0.01) and knowledge retention (87.4 ± 4.4 vs. 81.8 ± 5.0, <i>p</i> &lt; 0.01). Students reported that VSE’ immersive environment and instant feedback enhanced satisfaction and autonomy, aligning with SDT.</p> Conclusions <p>VSE significantly improved learning outcomes in medical microbiology and promoted intrinsic motivation. These findings provide empirical support for integrating VSE into medical curricula and highlight the need for further research on its long-term and broader educational impact.</p>

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Virtual simulation experiments in medical education: technology acceptance, learning outcomes, and motivational impacts

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年10月21日

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  • Kaiyue Li,
  • Qun Li,
  • Linding Wang,
  • Xiaonan Wang,
  • Xiaojuan Ding,
  • Boyu Liu

摘要

Background

Virtual Simulation Experiments (VSE) are increasingly applied in medical education, yet their role in medical microbiology remains underexplored. This study evaluated a VSE system designed for the isolation, culture, and identification of enteric pathogens, framed by Self-Determination Theory (SDT) and the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2).

Methods

Ninety medical students were randomly assigned to either a VSE group or a traditional teaching group. Outcomes were assessed through operational skill and knowledge tests, supplemented by qualitative feedback.

Results

The VSE group achieved higher scores in operational skills (89.6 ± 5.2 vs. 81.8 ± 6.3, p < 0.01) and knowledge retention (87.4 ± 4.4 vs. 81.8 ± 5.0, p < 0.01). Students reported that VSE’ immersive environment and instant feedback enhanced satisfaction and autonomy, aligning with SDT.

Conclusions

VSE significantly improved learning outcomes in medical microbiology and promoted intrinsic motivation. These findings provide empirical support for integrating VSE into medical curricula and highlight the need for further research on its long-term and broader educational impact.