Abstract Background Screen-based 360° contextual simulation videos are increasingly being used in nursing education; however, evidence regarding their effects on learning outcomes and neural electroencephalography (EEG) patterns remains limited. Objective This study aims to evaluate whether integrating 360° contextual simulation videos with traditional classroom instruction influences nursing students’ perceptions of simulation design and educational practices, their levels of satisfaction and self-confidence in learning, and EEG-based neural correlates of action observation. Methods In a quasi-experiment, 55 third-year nursing students (experimental n=28; control n=27) were assigned to 360° contextual simulation video learning (laptop; no head-mounted display) or traditional classroom-based instruction (didactic instruction, guided discussion, and 2D instructional videos). The primary outcomes were Simulation Design Scale (SDS) and Educational Pra
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