“…Consistent with these embodied cognition accounts, affective theories of learning have long emphasized the intricate positive relationships between "doing", active (e.g., handson or bodily) engagement/participation, and non-cognitive aspects of one's learning such as interest, motivation, self-efficacy, overall engagement, and enjoyment (Bandura, 2001;Büssing et al, 2022;Maresky et al, 2019;Stepan et al, 2017;Teranishi & Yamagishi, 2018). In comparison to reading how to perform a certain procedure, the opportunity to actually do or enact that procedure, possibly even repeatedly as allowed by VR simulations, is likely to invoke the feeling of active engagement and self-directed learning, especially when real-world engagement with the procedure is difficult or impossible.…”