Effects of interface modality and gamification on learning, engagement, and performance in simulation-based training

Abstract

This study investigates the effects of interface modality (PC vs. VR) and gamification on learning and performance in a simulation-based training environment. A 2 × 2 factorial experiment (N = 120) was conducted to examine their effects on knowledge, engagement, presence, and procedural task performance. Changes in knowledge scores were analyzed using a linear mixed-effects model, while post-intervention outcomes were examined using two-way ANOVA. Descriptive results showed higher post-test knowledge scores than pre-test scores across all conditions, but the magnitude of improvement did not significantly differ by interface modality, gamification, or their interaction. In contrast, VR significantly increased engagement, presence, completion scores, and reduced errors, whereas the specific gamification configuration used in this study enhanced engagement only. These findings suggest that immersive design may have stronger effects on experiential and behavioral outcomes than on short-term declarative knowledge acquisition. The study demonstrates the potential of VR-based simulation for procedural and performance-oriented training while suggesting that conceptual learning may require additional instructional support beyond immersion and gamification.