This paper addresses two crucial gaps in the scholarship on the design and execution Simulation-Based Education (SBE) -- the importance of scaffolding in constructing successful simulations for entry-level students and the associated value of social media tools. We examine these issues within three successive iterations of a role-play simulation employed in an introductory undergraduate course. We employ a mixed-methods approach that draws on self-reported learning outcomes from a total sample of 291 students across three years. We argue that running a successful simulated activity hinges upon careful design and scaffolding, and that incorporating social media tools can help to make the learning experience more immersive and more accessible for students.