Most universities today address technology challenges in some way or other in their curricula. This paper explores a project undertaken by a university business school incorporating a learning technology model. In particular, it reports on the pedagogical effectiveness of a simulation game employed for this method and carried out by students. Students were given the opportunity to develop their analytical, decision-making and group work skills. Based on feedback from participants, we conclude that the group project facilitated teaching and learning in a virtual environment was more engaged and interested in the material than the group following traditional face-to-face learning methods.