One of the primary goals is to foster curiosity in the kids (which is essentially internal motivation, one of the strongest forms).
The kids often work in groups on tasks that are slightly above their current skill level, which teaches them cooperation and problem-solving.
Teachers mainly come in to fill in gaps by answering questions and summarize what the kids learn.
Then the kids spend time on Khan Academy or similar doing tests to make sure they mastered the subject.
It would be interesting to see which of the elements actually helps the most - I would say it's not the "PeerMarker" software that lets pupils compare two essays and show which one is better using a slider (no written feedback on students' written assignment? that must hurt the learning, although it's understandable given the lack of teachers), but a breakdown of the other elements would be very interesting. Too bad a lot of the article focuses on math, it would be interesting to see more detail e.g. about writing.
If there's a consciousness in the simulation, then consciousness is just a result of a deterministic calculation, isn't it? In that case, what's the point of "asking ourselves"? Our consciousness would also be just a deterministic process so we can ask all we want but the answers we will arrive at are already given and we could not change them no matter how hard we "tried to think it through"... yawn