The psychomotor domain in a Simulation is activated through hands-on practice where real-life skills are practiced. Physical tasks are established, and response is guided so that mechanisms to carry out tasks develop. Complex, overt responses are practiced. Learners also develop skills in adapting existing tasks and originating new tasks. In addition, anticipated movement (whether physical or metaphorical, as in narrative) is a strong motivator (Zull, J. cited in Puchta, H.,  2013, p. 4).

_{Affective Domain}

The importance of emotional engagement in learning has become increasingly recognized as neuroscience develops knowledge of the brain as an “organ of emotion”. Herbert Puchta stresses the importance of brain changes and learning. (Puchta, 2013, p. 1). He quotes neuroscience researcher James Zull, who concludes that “change is most extensive and powerful when emotion is part of the learning” (Puchta, p. 1).

Emotions play a key role in learning, “…release of certain chemicals (dopamine, adrenaline, serotonin and others) makes growth of neuronal networks possible.” (Puchta, p. 1).  A few key findings about how the brain impacts learning:

• memory depends on the relevance of content to the learner; real world content stimulates brain chemicals during learner engagement;
• “the brain needs to be in control”; when the learner feels she is “in control” (learner-centered), learning is enhanced;
• learning creates joy; the pleasure system in the brain rewards us for understanding; there is joy in goal-oriented action (achieving success);
• when learners discover new things, or learn through personal discovery, more reward chemicals are released into the body; creates a sense of ownership; develops thinking skills and metacognition (Puchta, 2013).