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Acquiring Complex Knowledge and Skills through Digital Simulation-Based Training: Evidence from an Agile Project Management Teaching Experience

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Title: Acquiring Complex Knowledge and Skills through Digital Simulation-Based Training: Evidence from an Agile Project Management Teaching Experience
Language: English
Authors: Thibaut Coulon (ORCID 0000-0002-1769-0090), Mustapha Cheikh-Ammar (ORCID 0000-0002-9673-6607), Simon Bourdeau (ORCID 0000-0001-6660-3398), Marie-Claude Petit (ORCID 0009-0004-2822-8864)
Source: British Journal of Educational Technology. 2026 57(1):243-271.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 29
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Descriptors: Skill Development, Educational Technology, Program Administration, Models, Technology Uses in Education, Student Attitudes, Program Effectiveness, Computer Simulation, Teaching Experience, Knowledge Level
DOI: 10.1111/bjet.70009
ISSN: 0007-1013
1467-8535
Abstract: 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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1493500
Database: ERIC
FullText Text:
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  Data: Acquiring Complex Knowledge and Skills through Digital Simulation-Based Training: Evidence from an Agile Project Management Teaching Experience
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  Data: <searchLink fieldCode="AR" term="%22Thibaut+Coulon%22">Thibaut Coulon</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1769-0090">0000-0002-1769-0090</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mustapha+Cheikh-Ammar%22">Mustapha Cheikh-Ammar</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9673-6607">0000-0002-9673-6607</externalLink>)<br /><searchLink fieldCode="AR" term="%22Simon+Bourdeau%22">Simon Bourdeau</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6660-3398">0000-0001-6660-3398</externalLink>)<br /><searchLink fieldCode="AR" term="%22Marie-Claude+Petit%22">Marie-Claude Petit</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-2822-8864">0009-0004-2822-8864</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22British+Journal+of+Educational+Technology%22"><i>British Journal of Educational Technology</i></searchLink>. 2026 57(1):243-271.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 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.
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