An Empirical Study On The Influencing Factors And Process Of College Students’ Learning Based On Virtual Simulation System

In recent years,the application of virtual simulation in higher education has been more and more encouraged and supported by the state.Colleges and universities across the country have built many virtual simulation teaching resources and achieved good social effects.However,there is a lack of relevant empirical research on the factors that affect the effectiveness of learners’ learning based on virtual simulation systems and how to evaluate the learning effect of students based on virtual simulation systems.Based on the resources of Donghua University’s nationallevel virtual simulation experiment teaching platform,this paper selected 158 undergraduate students in the course "Introduction to Decision Support System" of Donghua University in the autumn of 2021 and the spring of 2022 as the research objects to conduct a follow-up survey.The research objects were measured three times within 8 weeks using questionnaires and structured assignments.Based on the recovered structured data and unstructured data,empirical research was carried out on the above issues.Based on the flow theory,the influencing factors of learning based on virtual simulation experiment system and the development track of flow experience were studied.Based on 125cross-sectional scale data,structural equation model was used to analyze the factors affecting students’ flow experience.The results showed that perceived challenge,perceived ability,timeliness of feedback and goal clarity had positive effects on flow experience;Using the qualitative comparative analysis method of fuzzy sets,this paper analyzes the configuration effects that affect students’ flow experience.The results show that there are two configurations that affect students’ flow experience,one is high feedback timeliness,high target definition and low perceived challenge,the other is high perceived challenge,high perceived ability and high feedback timeliness.Based on 77 * 3 longitudinal scale data,the development trajectory of flow learning was analyzed using the latent growth model.The results showed that students’ flow learning showed a linear growth trend,and could be divided into two subgroups: the high-level growth group and the low-level growth group.Feedback timeliness and goal clarity had a significant predictive effect on the flow learning trajectory.Based on structured scale data and unstructured text data,this paper measures and evaluates students’ learning perception results.Based on the 77 * 3 scale data,the longitudinal research method analyzes the development track of students’ perceived learning results.The results show that the students’ perceptual learning results show a linear growth trend,and there are three sub group development tracks,namely,the high-level slow growth group,the middle high-level growth group and the low-level growth group.The flow experience has a significant predictive role in the development track of the perceptual learning results.Based on the observable learning outcome structure(SOLO)classification theory,69 * 3 longitudinal unstructured homework texts were encoded structurally.The encoded data were used to analyze the students’ cognitive process from shallow to deep through cognitive network tools.The results showed that the overall students’ cognitive level gradually developed to a deeper level,and there were significant differences in the cognitive processes of students in different concentric flow groups.The students in the high flow group had faster knowledge acquisition and higher cognitive level than those in the low flow group.The research in this paper is instructive to further optimize the construction of virtual simulation teaching experiment system,refine the organization of teaching design based on virtual simulation experiments,and improve the evaluation of learning effects.