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

IF 7.4 2区管理学 Q1 BUSINESS

International Journal of Management Education Pub Date : 2026-07-01 Epub Date: 2026-01-31 DOI:10.1016/j.ijme.2026.101374

Thuy Dung Pham Thi , Nam Tien Duong

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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.

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学习者如何在模拟中思考和行动：一项多研究分析

本研究采用多元研究的方法，探讨社会技术互动和动机因素如何影响基于模拟的学习环境中的学习者行为。本研究以社会物质性理论和激励理论为基础，探讨了系统对个人（Sys2Ind）和同伴对个人（Peer2Ind）互动对认知参与、战略意图、冲动决策和跨场景学习的影响。研究1采用定性访谈来确定关键的互动和动机维度，而研究2采用大规模调查（N = 384），使用PLS-SEM进行分析。结果表明，Sys2Ind和Peer2Ind都显著增强了认知参与，认知参与反过来又推动了战略意图。战略意图预测冲动决策和跨情景学习。学习目标取向正向调节了这些效应，强化了策略意图的影响。这些发现为基于模拟的学习提供了理论上的进步，并为设计具有吸引力和适应性的学习系统提供了可操作的指导。

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来源期刊

International Journal of Management Education Multiple-

CiteScore

10.30

自引率

25.00%

发文量

136

审稿时长

64 days

期刊介绍： The International Journal of Management Education provides a forum for scholarly reporting and discussion of developments in all aspects of teaching and learning in business and management. The Journal seeks reflective papers which bring together pedagogy and theories of management learning; descriptions of innovative teaching which include critical reflection on implementation and outcomes will also be considered.