Simulated learning environments are becoming a more popular format for the delivery of healthcare education. These environments include but are not limited to simulated online learning environments, serious games, task trainers, and, electronic mannequins. Presently there is a lack of understanding of how the learning environment impacts students’ disposition to engage in learning processes and how learner satisfaction with the environment impacts learning outcomes. This preliminary descriptive study utilizes methods such as traditional statistical analysis and Association Rule mining. This study will investigate how students perceptions of the simulative learning environment IPSims (Interprofessional Simulations) usability impacts learning outcomes, and how these environments may impact student disposition to engage in learning. The participants (n= 58) were undergraduate health science students studying at the University of Ontario Institute of Technology. The data analysis provides insight into how simulative learning environments can impact student engagement in learning processes. Study strengths and limitations are identified along with future considerations. / UOIT