The use of digitally simulated environments to assess science knowledge and skills has become popular in recent years (Bennett, Persky, Weiss, & Jenkins, 2007; PhET, 2014). Digital environments are often superior to face-to-face environments in which traditional science laboratories are usually conducted. Traditional science laboratories have been criticized for providing a recipe of pre-determined linear steps for student to follow. In contrast, simulated science laboratories encourage higher-order ideas such as scientific inquiry by allowing students to explore the laboratory (e.g., trying different procedures and making errors; Ma & Nickerson, 2006; Sahin, 2006). Although these simulations mimic and surpass many traditional laboratories in terms of bringing real-world science into the classroom, many of them tend to omit the use of a pre-laboratory activity (which are often used in traditional laboratories to cognitively prepare students for the experiment; Sahin, 2006; PheT, 2014). These digital laboratories encourage students to attempt multiple procedures while solving one problem, while traditional laboratories do not allow for much deviation from the linear steps (Bennett et al., 2007; Ma & Nickerson, 2006). These multiple trials are not errors, but an essential part of the learning process, because they may inform future runs (Author, Author, & Author, Year). Hence, students are encouraged to make learning errors throughout the simulation. This study investigated whether two treatments – pre-laboratory activity and learning error intervention – enhanced students’ performance on a digitally simulated science laboratory. The results indicated students who received the learning error intervention significantly outperformed students who did not have the intervention, F(1, 244)=8.084, p<0.01, partial eta squared=0.032. This finding is important because it indicates the need for supplementary instruction when using simulated science laboratory assessment tools.