Acquiring complex knowledge and skills through digital simulation‐based training: Evidence from an agile project management teaching experience

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. 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.