Purpose: This study aimed to examine the learning immersion, learning satisfactory, and learning confidence differences after virtual and then laboratory simulations. Methods: A two-group cross-over design was used, and the participants included 148 senior nursing students (74 teams). The treatments had virtual and then laboratory simulations. The data were analyzed using independent t-test, repeated measures ANCOVA and Chronbach’s αcoefficient using the SPSS/ WIN 21.0 program. Results: Nursing students who experienced laboratory simulation after virtual simulation were different totally or partially with nursing students who experienced virtual simulation first in learning immersion, learning satisfaction and, learning confidence. Conclusion: Effects based on order of simulation were different. To increase learning immersion, laboratory simulation was done before virtual simulation. Learning satisfaction and learning confidence, it were not affected by order of simulation type but by number. Repeated studies require clearly investigating the effects based on order of simulation type.