In this paper, we explore the learning and teaching of a maritime simulation programme to understand its deep learning elements. We followed the mixed methods approach and collected student perception data from a maritime school, situated within a UK university, using reflection-based survey (n = 112) and three focus groups with eleven students. Findings include the needs for defining clear learning outcomes, improving the learning content to enable exploration and second-chance learning, minimising theory–practice gaps by ensuring skills-knowledge balance and in-depth scholarship building, facilitating tasks for learning preparation and learning extension, and repositioning simulation components and their assessment schemes across the academic programme. Overall, the paper provides evidence on the importance of deep learning activities in maritime simulation and suggests guidelines on improving the existing practice. Although the findings are derived from a maritime education programme, they can be considered and applied in other academic disciplines which use simulation in their teaching and learning.

在本文中，我们探索了海上模拟程序的学与教，以了解其深度学习要素。我们采用了混合方法方法，并使用基于反射的调查（n = 112）和三个焦点小组（11名学生）从一所英国大学内的一所航海学校收集了学生的感知数据。研究结果包括定义清晰的学习成果，改善学习内容以进行探索和第二次机会学习，通过确保技能知识平衡和深入的奖学金建设来最大程度地减少理论与实践之间的差距，促进学习准备和学习扩展的任务等方面的需求，在整个学术课程中重新定位模拟组件及其评估方案。全面的，该论文提供了有关深度学习活动在海事模拟中的重要性的证据，并提出了改进现有实践的指南。尽管这些发现是从航海教育计划中得出的，但可以考虑并将其应用于在其教学中使用模拟的其他学科。