This full Research-to-Practice paper investigates how a single-session, classroom-based Agile roleplay simulation helps undergraduate Computer Science students understand and experience the Scrum framework within a Project Management course. Since traditional lecture-based formats tend to limit students’ ability to apply Agile principles effectively in practice, this study addresses this gap by building on the Co!Coach framework and extending its Agile practices component with an experiential, simulation-based learning activity grounded in experiential learning theory. A total of thirty-six students participated in a 180-minute Agile simulation structured into two Scrum sprints. Students worked in teams on predefined project topics and executed core Scrum practices such as backlog prioritization, daily stand-ups, sprint planning, sprint review, and sprint retrospectives, with roles rotated after the first sprint. To evaluate the impact of the simulation, a mixed-methods approach was applied using pre- and post-surveys with Likert-scale and open-ended questions. Quantitative data were analyzed using descriptive statistics and non-parametric inferential tests to ex- amine changes in students’ understanding of Scrum concepts, and qualitative data were analyzed using thematic analysis to identify recurring themes. Findings show self-reported improvements in students’ understanding of Scrum concepts, particularly Scrum roles, events, artifacts, and iterative planning. The findings should be interpreted cautiously due to the small sample size and the unequal pre- and post-survey responses. Overall, the study shows that a short, classroom-based Agile simulation can help connect theory and practice in Project Management education. Index Terms—Active learning, Experiential learning, Simula- tion

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