Acquiring complex knowledge and skills through digital simulation‐based training

Evidence from an agile project management teaching experience

Datos Bibliográficos

ID21297331
AutoresThibaut Coulon (0000-0002-1769-0090, School of Business and Management Université du Québec à Montréal Montréal Québec Canada, autor de correspondencia), Mustapha Cheikh‐Ammar (0000-0002-9673-6607, Laval University Québec Québec Canada), Simon Bourdeau (0000-0001-6660-3398, School of Business and Management Université du Québec à Montréal Montréal Québec Canada), Marie‐Claude Petit (0009-0004-2822-8864, School of Business and Management Université du Québec à Montréal Montréal Québec Canada), Marie–Claude Petit (Université du Québec à Montréal)
Año2026
Volumen57
Número1
Páginas243-271
Fecha de publicación2026-01-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaBritish Journal of Educational Technology (JOURNAL)
Identificadores de la revistaISSN: 0007-1013 • E-ISSN: 1467-8535
EditorialWiley (PUBLISHER • GB)
DOI10.1111/bjet.70009
OpenAlexW4413833708
IdiomaEN
Referencias citadas71

This study examines the effectiveness of digital simulation‐based training (DSBT) for acquiring complex knowledge and skills. After identifying key aspects of DSBT, it explains how they were used to design a new DSBT activity with Minecraft Education® for teaching agile project management to dispersed students. It then presents a theoretically grounded model that links these key aspects of DSBT to learning perceptions. The model was tested over a 3‐year period through an online survey administered to groups of students who had participated in the new DSBT activity in a project management course. The findings show that two learning‐related beliefs, involvement and enjoyment, are crucial to the success of DSBT, and they offer valuable insights into the acquisition of these beliefs. The findings should be useful to educators and human resource professionals interested in integrating DSBT into their teaching and training practices. Practitioner notes What is already known about this topic? Digital simulation‐based training (DSBT) enhances learning and knowledge retention. Experiential activities have been used effectively at business schools to teach complex managerial skills. Learning involvement and enjoyment have been shown to be crucial to successful learning outcomes. What this paper adds? A theoretically grounded model linking DSBT to learning perceptions, particularly for teaching agile project management (APM) using Minecraft Education®. Empirical evidence for the important role of factors such as psychological safety, task interdependence and content relevance in shaping student involvement and enjoyment when DSBT is used. Insights into the unique challenges and opportunities related to implementing DSBT for remote learners. Implications for practice and/or policy Educators and practitioners can leverage the study findings to design effective DSBT courses and programmes that enhance both individual and collaborative learning experiences. Especially in remote learning contexts, they should strive to maintain focus and clarity while at the same time creating a psychologically safe learning environment. Incorporating real‐world scenarios into DSBT enhances learner engagement and ensures the applicability of knowledge and skills to real‐world settings.

Agile software development · Engineering management · Knowledge management · Multimedia · Software engineering · Training (meteorology) · Computer Science · Educational Games and Gamification · Engineering · Software Engineering Techniques and Practices · Team Dynamics and Performance