This study examines how design characteristics in digital simulation‐based learning environments moderate self‐efficacy and transfer of learning. Drawing on social cognitive theory and the cognitive theory of multimedia learning, the meta‐analysis psychometrically cumulated k = 15 studies of 25 years of research with a total sample size of N = 2274 learners. The findings indicate that high levels of user control result in higher estimates of self‐efficacy and transfer. Offering assessment feedback after rather than during training led to higher efficacy beliefs and transfer. Effects of social, narrative and multimedia characteristics were nonsignificant. Implications for computer‐based instructional design and directions for future research associated with motivational outcomes in technology‐enhanced learning are discussed.