Conference Agenda

Interactive technologies in neuromotor and cognitive rehabilitation training can strengthen applied learning, especially when embedded in a blended passive–active approach that links guided conceptual preparation with simulation-based practice and immediate feedback. This study evaluated the effectiveness of a technology-enhanced educational innovation that enables undergraduate students to practice patient assessment, intervention, and progress monitoring through digital exercises and real-time data analysis. A descriptive post-intervention design was applied. The total sample comprised 27 cases, all of whom completed the evaluation instruments. Measures included the Simulation-Based Teaching Evaluation Scale for Technical Skills Training (ESIMHAT), a Cognitive Load Scale, a three-item Academic Goal Progress questionnaire, and open-ended questions to capture perceptions and suggestions. Results showed a very good overall appraisal of the simulation experience (M = 49.9, SD = 2.47), with high levels of favorable responses in the Preparation dimension (90–100%), suggesting appropriate instructional conditions and a positive working climate. Cognitive load results were largely positive: extraneous load reached 82.4% favorable responses, indicating that the instructional design minimized unnecessary barriers, and germane load reached 94.1% favorable responses, suggesting productive mental effort directed toward learning. In contrast, intrinsic load showed lower favorability (47.1%), consistent with the inherent complexity of the content and tasks addressed. In open-ended responses, students reported strong formative value and proposed improvements related to greater resource availability, infrastructure adjustments (connectivity/space), and accessibility conditions to optimize curricular integration. Overall, the findings support the perceived effectiveness of the innovation for enhancing applied learning in neuromotor and cognitive rehabilitation for routine curricular use at scale.