The Impact of Cognitive, Affective, and Psychomotor Learning Perception on Learning Outcomes in the eXtended Reality based Nursing Simulation

Abstract

This study explores the impact of learner perceptions across the cognitive, affective, and psychomotor domains on educational outcomes using extended reality-based nursing simulation. A cohort of 113 nursing students participated in this research. These students engaged in simulation exercises and concurrently evaluated their experiences from cognitive, affective, and psychomotor perspectives. This research assessed how these perceptions influenced vital learning outcomes, including self-efficacy, focus of attention, learning satisfaction, and SIM-TLX scores. Notably, our results indicate that perceptions within the psychomotor domain significantly enhanced the focus of attention. Conversely, perceptions in the cognitive and affective domains did not significantly impact other learning outcomes. These findings suggest that recognizing and incorporating learners' self-assessed competencies in designing and implementing extended reality-based simulations in nursing education can significantly enhance the educational impact. This approach may lead to improved targeted outcomes by tailoring educational experiences that reflect learners' strengths and needs, thus optimizing overall educational effectiveness.