目的 探索基于动机理论的虚拟仿真实验教学设计与实践效果。方法 基于动机理论，从注意（attention）、相关（relevance）、自信（confidence）、满足（satisfaction）4个维度开展虚拟仿真实验教学设计。采用目的抽样法，对207名护理专业本科生通过课前自学、课堂教学、课后巩固环节开展教学实践，并了解学习动机效果。结果 虚拟仿真实验登录次数为（6.43±2.10）次，使用时长中位数为35 min，首次实验成绩为（73.01±28.58）分，最高实验成绩为（95.05±3.38）分，本次实验教学总成绩为（88.64±7.51）分。学生自评虚拟仿真实验学习的帮助程度均分为4.20分，感知到的趣味性为4.30分，学习参与程度为4.51分。学生反馈结果显示，虚拟仿真实验教学的临床情境较为真实，能够吸引注意；综合度高，促进知识整合；可反复试错；提高学习自信心。同时，希望增加案例种类与针对性的辅导以满足个性化学习需求。结论 基于动机理论的虚拟仿真实验教学设计能够有效激发学生的学习动机，改善学生学习体验。

Objective To explore the design and practice effect of virtual simulation experiment teaching based on motivation theory. Methods Two hundreds and seven nursing undergraduates were selected by purposive sampling. Then teaching practice through three steps were carried out，including pre-class online self-study，classroom teaching and after-class consolidation，after which，the teaching effect was investigated. Results The times of students logging in the virtual simulation experiments system was 6.43±2.10，the median duration was 35 min，the first experiment test score was 73.01±28.58，the highest experiment test score was 95.05±3.38，and the total experimental teaching score was 88.64±7.51. The students’ self-assessment of the benefit degree of virtual simulation experiment learning was 4.20，the perceived interest was 4.30，and the degree of learning participation was 4.51. The feedback results of students showed that the clinical situation of the virtual simulation experiment was relatively close to the reality，with high comprehensive and repeatable，which could attract students’ attention，promote knowledge integration，and improve learning self-confidence. At the same time，students hoped to add the types of cases and targeted guidance to meet the personalized learning needs. Conclusion The virtual simulation experiment teaching design based on motivation theory can effectively stimulate students’ learning motivation.