Using Business Simulation Games to Explore the Effects of Instructional and Technological Support on Students' Psychological Needs, Cognitive Load, and Learning Achievement.

This article focuses on the development and evaluation of a virtual-reality business simulation game (VRBSG) learning system designed to enhance undergraduate students' learning achievement in retailing management within the pet nutrition sector. Grounded in Social Cognitive Theory (SCT), Self-Determination Theory (SDT), and Cognitive Load Theory (CLT), the study investigates how technological and instructional supports in VRBSGs influence students' psychological needs, learning anxiety, cognitive load types (extraneous and germane), and ultimately their learning outcomes. A quasi-experiment involving 214 students demonstrated that VRBSG use significantly improved learning achievement by satisfying psychological needs and reducing extraneous cognitive load and learning anxiety, although technological support did not directly reduce anxiety. The findings suggest that well-designed VRBSGs with appropriate instructional and technological support can effectively foster intrinsic motivation and cognitive engagement in management education, particularly in retailing management contexts.