<mets:mets OBJID="eprint_4" LABEL="Eprints Item" xsi:schemaLocation="http://www.loc.gov/METS/ http://www.loc.gov/standards/mets/mets.xsd http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-3.xsd" xmlns:mets="http://www.loc.gov/METS/" xmlns:mods="http://www.loc.gov/mods/v3" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance"><mets:metsHdr CREATEDATE="2026-08-18T02:32:56Z"><mets:agent ROLE="CUSTODIAN" TYPE="ORGANIZATION"><mets:name>UzIndex Research Repository</mets:name></mets:agent></mets:metsHdr><mets:dmdSec ID="DMD_eprint_4_mods"><mets:mdWrap MDTYPE="MODS"><mets:xmlData><mods:titleInfo><mods:title>PSYCHOLOGICAL EFFECTIVENESS OF SIMULATION-BASED EDUCATIONAL TECHNOLOGIES</mods:title></mods:titleInfo><mods:name type="personal"><mods:namePart type="given">Ismoilov</mods:namePart><mods:namePart type="family">Vohid Zohid o‘g‘li</mods:namePart><mods:role><mods:roleTerm type="text">author</mods:roleTerm></mods:role></mods:name><mods:abstract>This article provides a scientific and theoretical analysis of the psychological effectiveness of simulation-based educational technologies. Particular attention is given to the impact of simulation-based learning on the cognitive, emotional, and motivational domains of личности, as well as its role in the development of professional competencies and practical readiness. The findings indicate that simulation-based technologies contribute to the enhancement of reflective thinking, increased stress resilience, and improved decision-making abilities. Furthermore, simulation-based learning facilitates deeper knowledge acquisition through active learner engagement in the educational process.</mods:abstract><mods:originInfo><mods:dateIssued encoding="iso8601">2026-02-01</mods:dateIssued></mods:originInfo><mods:genre>Article</mods:genre></mets:xmlData></mets:mdWrap></mets:dmdSec><mets:amdSec ID="TMD_eprint_4"><mets:rightsMD ID="rights_eprint_4_mods"><mets:mdWrap MDTYPE="MODS"><mets:xmlData><mods:useAndReproduction>
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