Integrating Affective, Cognitive, and Experiential Learning in Agent-Based Simulation: Effects on Students’ Motivation and Science Achievement

Abstract

Purpose: This study examines how affective, cognitive, and experiential learning influence students’ motivation and science achievement within agent-based simulation environments, and investigates the mediating role of engagement in linking learning dimensions to educational outcomes. The study aimed to provide a comprehensive understanding of how emotional, intellectual, and hands-on learning processes work together in technology-enhanced science education. Method: A quantitative, explanatory research design with a cross-sectional survey was used. Data were collected from 245 university science students in China through validated scales measuring affective, cognitive, and experiential learning, engagement in agent-based simulation, motivation, and science achievement. Data were analysed using ADANCO to assess the measurement and structural models, including mediation effects. Findings: Results showed that affective, cognitive, and experiential learning each had significant positive effects on students’ motivation and science achievement. Engagement in agent-based simulation significantly mediated the relationships between all three learning dimensions and the two educational outcomes, highlighting engagement as a key mechanism for translating learning experiences into academic and motivational gains. Originality/Implications: The findings of this study contribute a unified framework demonstrating that meaningful science learning emerges through the integrated functioning of emotional involvement, cognitive processing, and experiential participation, with engagement serving as the central catalyst. The findings guide educators in designing interactive and engaging simulation-based learning environments.