Virtual learning simulations have received increasing attention due various proposed educational, instructional, and institutional advantages; with literature focusing largely on perceptions of this technology and empirical comparisons to other instructional methods. Compared to traditional learning environments, virtual learning environments may present methodological advantages in studying learning processes through applying behavioral tracing techniques.

This paper will discuss behavioral indicators of cognitive learning processes used in virtual decision scenarios designed for third year engineering and engineering technology students. Behavioral measures to quantitatively analyze the learning process will be presented. Implications for assessing student learning, instructional strategy selection, and improving higher education quality will be shared from holistic perspective.