This study employs the Experiential Learning Theory framework to investigate students' use of a wildfire simulation. We analyzed log files automatically generated by middle and high school students (n = 1515) as they used a wildfire simulation and answered associated prompts in three simulation-based tasks. We first analyzed students' log files to determine which, if any, measure of simulation use--quantity of runs, variation in runs, or quality of experimentation setup--predicted their scores on responses to observation and explanation questions that followed the simulation experience. Of the three measures, only the quality of students' simulation use was significantly correlated to their written explanation scores in all three tasks. Further investigation into the sequence in which students used the simulation and answered the questions revealed two common patterns in between two-thirds and three-quarters of the students in each task: (1) students ran the simulation and then answered the observation and explanation questions in that order or (2) students ran the simulation, answered the observation question, ran the simulation again, and then answered the explanation question. While there was no clear relationship between these two patterns and students' scores on the explanation question, this finding has resulted in an updated experiential learning framework specific to simulation use. Implications for the design of scaffolding for future simulation-based learning experiences around natural hazards are discussed.