Research on the Impact of Different Intensity Task Scaffolding on Students' Learning Effect Under Virtual Simulation Experiment

Abstract

With the maturity and development of virtual simulation technology, how to use virtual simulation to improve existing education has become a hot research topic in the education industry. However, how to use learning scaffolding to improve the effectiveness of virtual simulation systems still need further research. This paper combines learning scaffolding theory and self-determination theory to investigate the effects of different intensity task scaffolding on the learning effectiveness of students with different cognitive styles, using the virtual simulation experiment platform of material procurement process as the research object. The results show that the intrinsic motivation and learning satisfaction of field-independent students are higher than field-dependent students under different intensity task scaffolding; the autonomy needs, competence needs and relationship needs of two cognitive styles students are satisfied by different intensity task scaffolding, but field-independent students obtain more needs satisfaction.