## 1 Introduction  
The enormous capabilities of today's technology have significantly altered how students learn in current times. Educators and students have been making use of computer technology to support their teaching and learning experiences in a variety of ways for several years now. Previous research suggest that computers may play a significant role in laboratory and classroom scientific training [1]. Among the various applications of computer technology for scientific learning, the use of computer-based simulations is on the rise.  
Simulation has become a sophisticated tool that can mirror real-world scenarios with considerable precision [2]. They are highly scalable. This means that they can be used to model systems of varying complexity and scale, from small-scale laboratory experiments to large-scale industrial processes. Computer-based simulations can efficiently portray the digital representations of real-life scenarios on computers. While simulation is most often used to analyze complex systems, it may also be used to increase the understanding and skills of the participants through accumulation of experience. The competition-based experiential learning using simulations may be pedagogically constructed as interactive tasks that actors must complete [3].  
Students can witness and participate in real-world experiences using computer simulations. Computer simulations are helpful tools for reproducing the results of scientific experiments that cannot be carried out in real life due to factors, such as their complexity, expense, impossibility, or risk. Using computer simulations may contribute to conceptual development. They can also act as a means for scientific inquiry and problem-solving experiences. Furthermore, they can provide experiences for students that reflect real-world scenarios [4].  
Self-directed learning refers to the ability of the students to take control of their own learning process, including selecting and using tools and resources that support their learning goals. This is particularly related with computer-based simulations, as they allow students to work at their own pace and explore scientific concepts in a way that is meaningful to them. Computer-based simulations are becoming an increasingly popular tool for imparting science education in many developed countries, offering students opportunities to explore complex scientific concepts and processes in a virtual environment. However, there is insufficient literature on the attitudes and experiences of Saudi Arabian students with these tools, and on how they can be used effectively to support unsupervised learning of science concepts in higher education settings in Saudi Arabia and in other countries which share similar characteristics. Moreover, while the effectiveness of using computer simulations in teaching and learning supervised by teachers are well-supported, their use and effectiveness in an environment that does not involve teachers at all remain sporadic.  
Thus, the current study aims to explore the effectiveness of using computer-based simulations for independent (unsupervised) science learning in terms of participants' engagement and satisfaction with such learning activities. Moreover, it also examines the influence of students' prior experience of using simulations and their independent learning skills on their engagement and satisfaction with such learning activities.  
The rest of the article is organized as follows. First, a brief review of related literature is presented that provides an overview of computer-based simulations and their use in teaching and learning, particularly in science teaching. Then, the purpose and study questions are presented, followed by a detailed description of the methodology. The article concludes with the presentation of results and a discussion on the findings.