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Quantum mechanics (QM) is an important topic in engineering and physics, necessary for both the mathematical and physical prediction and explanation of a particle's behavior at atomic and subatomic levels. Computer simulations provide an advantage for helping students make sense of abstract concepts and visualize complex phenomena in the process of developing a conceptual understanding of quantum knowledge. Students' experiences and attitudes about learning via computer simulations can inform educational design and improve content delivery. In this paper, we studied students' perspective about how simulations influenced their QM learning. Results of this study showed that most students agreed that simulations are helpful for their QM learning. The positive feedback from freshman and sophomore students focused mainly on basic interactive functions of simulations. Such functionality included: ease of operation, direct visualization, and animated demonstration. Senior level students were more critical of simulations in their descriptions, pointing out the limitations of the models behind the physical explanations and the authenticity of the computational representations. Based on these research findings, we provided recommendations to improve simulation-based instructional design. [ABSTRACT FROM AUTHOR]