Nursing education relies on simulation to substitute clinical experience due to an increasing shortage of clinical placement availability. Traditional nursing simulation modalities are proven effective across levels of nursing education for transforming novice to expert through student engagement in authentic active and realistic practice. These traditional nursing simulation modalities are expensive and often cost-prohibitive. Thus, nursing simulation modalities remain inaccessible for students attending institutions that lack adequate funding. Innovation in the field of immersive technology provides a new modality for high quality simulation through hardware that is more affordable than traditional nursing simulation devices. Early studies indicate immersive technology is an effective modality to deliver educational simulation in a manner that elicits student motivation to learn, however the effectiveness of this immersive technology simulation to provide a motivating learning experience has not been thoroughly investigated. This study targets that shortcoming in the existing body of knowledge. The virtual standardized patient nursing simulation was developed through volumetric video capture to simulate a severe, whole-body allergic reaction known as anaphylaxis. This study compares student motivation to learn using a virtual standardized patient delivered via immersive simulation and two-dimensional video compared with a written case study alone. The study also investigates which factors and variables predict student motivation to learn via immersive simulation. The results indicate the virtual standardized patient simulation delivered via immersive simulation and two- dimensional video resulted in increased nursing student motivation compared with only the written case study. Additionally, the immersive simulation resulted in higher student attention and satisfaction compared with delivery via two-dimensional video. Results of predictive analyses show younger students with more clinical experience were more likely to experience motivation to learn using immersive simulation. These results are discussed in terms of implications for practice, contributions to the empirical base, and recommendations for future research.