Engaging in simulations: analysing maritime instructors’ perceptions of student engagement

Abstract

This study examines student engagement in maritime simulator-based training. It explores how maritime instructors perceive and utilise full-mission bridge simulator-based training to engage undergraduate students in learning the profession. Online semi-structured interviews are conducted with nautical simulator instructors (n = 10) in four Norwegian bachelor’s degree programmes. The study analyses the data thematically, based on sociocultural perspectives on learning as an analytical lens. The findings are categorised into two main themes describing simulator-based training as (1) an active and participatory learning environment and (2) engagement connected to the profession. The results show instructors view simulator-based training as enabling active and participatory activities that engage students through embodied participation in domain-specific tasks, guided by the expert maritime instructors. Engagement is enhanced when students can visualise their future working environment by practising real-world-based activities, such as incidents and accidents, using maritime-specific equipment, and performing assigned professional roles. By expanding the understanding of engagement from a sociocultural perspective, this study contributes to the development of simulator-based training and instruction in maritime education.