Transformation of an Immersive Learning-Based Engine Room Simulator to Enhance Cadets' Technical and Non-Technical Competencies

Abstract

Digital transformation in maritime education and training is driving a paradigm shift from instruction-based learning toward learning that is more contextual, interactive, safe, and experience-oriented. Engine Room Simulators (ERS) have long been used to train cadets in operating ship machinery and support systems without exposing them to the operational risks associated with actual vessels. However, conventional simulators—dominated by two-dimensional or desktop interfaces—still have limitations in conveying spatial perception, a sense of presence, physical interaction, situational pressure, and the complexity of the engine room work environment. This article aims to analyze the transformation of ERS through an immersive learning approach and to formulate a learning model capable of developing cadets' technical and non-technical competencies in an integrated manner. The study employs an integrative literature review approach, examining scientific publications from 2017 to 2026 regarding engine room simulators, virtual reality, immersive learning, simulation-based learning, maritime education and training, technical and non-technical competencies, and seafarer competency standards. The findings indicate that an immersive learning-based ERS transformation has the potential to enhance proficiency in machinery operation procedures, fault diagnosis, decision-making, situational awareness, communication, teamwork, leadership, and stress management. This transformation requires more than simply replacing simulator monitors with head-mounted displays; it necessitates pedagogical engineering that encompasses pre-briefing, adaptive scenarios, multisensory interaction, scenario-based training, cadet collaboration, real-time feedback, debriefing, and competency-based assessment. The article proposes a conceptual model for ERS–Immersive Learning Transformation that integrates four key components: immersive environment, authentic scenario, competency-based assessment, and reflective debriefing. The model can serve as a basis for developing simulator-based training at maritime education and training institutions to produce graduates who are not only technically competent but also possess the non-technical skills required to handle operational, abnormal, and emergency situations on board.