Using Self-Determination Theory to Explain How Teacher Support Enhances Student Engagement and Higher-Order Thinking in Simulation-Based Learning With GenAI

Abstract

Teacher support significantly influences student engagement and learning outcomes in educational environments that incorporate generative AI (GenAI). Simulation-based learning (SBL) fosters complex skill development but may cause cognitive overload without appropriate instructional support. While GenAI tools provide personalized assistance, their integration into teaching and learning presents pedagogical challenges. Grounded in Self-Determination Theory (SDT), this study investigated the effects of SDT-based teacher support on undergraduates’ psychological need satisfaction, engagement, and learning outcomes in a GenAI-assisted simulation-based learning environment. Eighty university students participated in a GenAI-assisted performance management simulation activity and were assigned to conditions with or without teacher support. Our analysis showed that teacher support: (i) significantly enhanced competence and relatedness satisfaction; (ii) significantly increased cognitive, emotional, and agentic engagement; (iii) significantly improved learning performance, problem solving, and critical thinking; and (iv) did not significantly promote autonomy satisfaction, behavioral engagement, or creativity. This study underscores the essential role of teacher support in improving student engagement and higher-order thinking skills in learning contexts incorporating GenAI.

Keywords

simulation-based learning generative AI self-determination theory teacher support student engagement higher-order thinking skills

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