The Impacts of Characteristic Factors on Learning Satisfaction: An Empirical Study in Gamification Virtual Simulation Systems

Virtual simulation technology has become one of the indispensable technologies in the field of teaching. However, the application of virtual simulation experiments and the embedding of corresponding gamification elements do not always show the enhanced learning effect. In order to effectively guide the application of virtual simulation experiments, we combined the adaptive structure theory for individuals and self-determination theory, and through a controlled experiment of 2 (task complexity: high vs. low) × 2 (field cognitive styles: field independent vs. field dependent) + 1 (control group), we firstly verified the effectiveness of the application of the gamification virtual simulation system, and at the same time, focused on the factors of task characteristics and individual characteristics, to explore how these two constructs can influence students’ learning satisfaction by affecting intrinsic motivation. Our findings suggest that gamification virtual simulation systems are more effective in enhancing students’ learning experiences. And setting high-complexity tasks better reinforces intrinsic motivation (autonomy needs, competence needs, and relationship needs) fulfillment, which in turn effectively enhances learning satisfaction. Compared to students with field-dependent cognitive styles, students with field-independent cognitive styles were able to achieve higher learning satisfaction by obtaining higher competence needs and relationship needs in a gamification virtual simulation system, but there was no significant difference between the two in terms of autonomy need.