How learners think and act in simulations: A multi-study analysis

Abstract

This study adopts a multi-study approach to explore how sociotechnical interactions and motivational factors influence learner behavior in simulation-based learning environments. Grounded in sociomateriality theory and inspiration theory, the research investigates the effects of system-to-individual (Sys2Ind) and peer-to-individual (Peer2Ind) interactions on cognitive engagement, strategic intention, impulse decision-making, and cross-scenario learning. Study 1 involved qualitative interviews to identify key interaction and motivation dimensions, while Study 2 employed a large-scale survey (N = 384), analyzed using PLS-SEM. The results show that both Sys2Ind and Peer2Ind significantly enhance cognitive engagement, which in turn drives strategic intention. Strategic intention predicts both impulse decisions and cross-scenario learning. Furthermore, learning goal orientation positively moderates these effects, strengthening the influence of strategic intention. The findings offer theoretical advancements in simulation-based learning and provide actionable guidance for designing engaging and adaptive learning systems.