In a 3D multi-user virtual environment (MUVE), a ship's bridge simulation was designed for a ship’s Master (captain) to train ship’s bridge personnel on International Maritime Organisation (IMO) Standard Maritime Communication Phrases (SMCP). In an intervention in the training of personnel, the designed simulation was used in place of on-board training. The design process of that intervention was the subject of systematic educational design-based research (DBR). That was seeded with educational theoretic frames: legitimate peripheral participation (LPP) as introduced by Lave & Wenger (1991) and technological pedagogical content knowledge (TPACK) described by Mishra & Koehler (2006). Interventions using the simulated ship’s bridge for training of SMCP, were run using a computer laboratory classroom. Screen video and audio recording of participants in the interventions became the source of transcribed records. A novel formalism of narrative centric interpretive turn called Swims was applied in the analysis of participant activities and communication during an intervention. For which analysis focused on the effect of LPP and TPACK theory seeding. The Swims enable analysis of the process, and reflection that may lead to re-design in a subsequent iteration in the DBR process. The Swim analysis complements analysis of the record of Agile software development processes. That identified development of the software to produce achieved artefacts from a target “artefact space”. “Artefact space” emerges with software designed through DBR for the interventions. Enactment of DBR with purposeful theory seeding, lead to the discovery of hybrid Design-based research Agile Software development (hDAS).