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Agricultural educators are familiar with the three domains of learning: 1) cognitive, 2) affective, and 3) psychomotor. When teaching agricultural content, the instructional and assessment strategies are typically focused on the cognitive domain of learning because of the difficulty in measuring gains in the affective domain. The purpose of this study was to measure affective learning after viewing an asynchronously delivered simulation, reflecting (metacognition), and writing about thedoi:10.5032/jae.2006.03024 fatcat:duc6uxiswrhdtmjqg4sf7xgova