Abstract
Simulation is an educational technology that can facilitate learning, improve performance, and develop critical thinking and self-confidence in students. Motivation is an effective factor in the level of efficiency and the use of individual talent, ability, and satisfaction. The aim of this study was to determine the effect of simulation on students' motivation based on existing studies. This systematic review was conducted using a full systematic search strategy based on Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines for the identification of relevant literature in Cochrane, PubMed, Embase, Scopus, Web of Science, and ERIC electronic databases up to April 2023, utilizing search terms in the titles and abstracts. Finally, 21 articles were selected after being screened in accordance with our inclusion and exclusion criteria. Of 21 articles related to the study's aim, 19 articles (91%) were interventional studies (three randomized controlled trials (RCTs) and 16 non-RCTs) and two articles (9%) were noninterventional studies (cohort and cross-sectional). The results revealed that in 17 studies (77%), simulation studies had a positive effect on motivation, and in 19% of studies, simulation had no significant effect on motivation. Most of the studies improved students' learning motivation using different simulation methods. Simulation methods require appropriateness in three areas: comprehensiveness, the subjects of training, and the allocation of appropriate facilities.