This quantitative, randomly controlled study sought to find relationships between occupational therapy students' participation in a virtual situated-case scenario (VSCS) and enhanced perceived self-efficacy as well as academic performance when compared to participation in a text-based case study. To determine effects of participation in a virtual or a text-based case study on self-efficacy and academic performance, a repeated-measures analysis of variance (ANOVA) mixed between-within design and a t-test were run, respectively. There were no statistically significant differences found between the two groups' mean midterm examination scores, or between the two groups in the change scores from pre- to post- academic self-efficacy assessments (ASEA). Both groups, however, demonstrated significant differences in their within-group mean change scores between pre- and post-ASEA surveys. These findings showed that participation in the VSCS may be as effective for learning as text-based case studies. Because virtual simulation tools were also correlated with enhanced perceived self-efficacy, this study concluded that they provide occupational therapy educators with a viable science-driven virtual pedagogical option that meets the needs of contemporary students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]