Abstract:

Maritime and port operations education often struggles to bridge the gap between theoretical instruction and the real-world complexity of container terminals. This paper presents an educational innovation developed at the Technological University of Panama, where Rubber Tyred Gantry (RTG) crane simulators were implemented as an immersive learning environment within the course Port Machinery and Equipment. The methodology integrates Kolb’s experiential learning cycle, active collaboration, and role rotation between planners and crane operators, promoting both technical and cognitive skill development. The study involved 77 undergraduate's students and employed a mixed qualitative–quantitative approach to measure operational performance, knowledge retention, and student perception. Results demonstrate substantial improvements in maneuver precision, productivity indicators, and decision-making capacity, alongside a reduction in training time from 100–120 hours to approximately 50 hours. These findings suggest that immersive simulation can significantly enhance competency acquisition, reduce the training gap between university and industry, and serve as a scalable model for maritime and logistics education in higher education.

Keywords:

Port simulation, experiential learning, RTG crane, maritime education, immersive training, educational innovation.