An estimated 70% of learning occurs informally, often outside a digital environment (e.g., ad hoc, self-learning, justin-time), and generates learner experiences not captured by an Experience Application Programming Interface (xAPI). As a result, some learner data are excluded from evaluation, thereby skewing interpretation of training effectiveness. Capturing nondigital learning event data allows educators to better understand the learner’s needs. This paper reports the results of migrating Ground Control Station (GCS) familiarization nondigital training events into a series of digital training events. Using the ADDIE method—Analyze, Design, Develop, Implement, Evaluate— the master training task list (MTTL) for a Remote Piloted Aircraft training program was analyzed along with required proficiency levels for each training task. Analysis data were used to identify levels of interactivity, instructional methods, and media training effectiveness. This analysis provided recommendations on training events that could be migrated from nondigital to digital training. Limited by time and budget, the selected method and media were assigned to training objectives before developing our prototype. Reading materials, a pretest, and virtual instruction (prebrief, lesson content, and postbriefing in a VR environment) followed by a test, were used to run a sampling of learners through a GCS familiarization lesson. Data capture requirements were based on interviews with instructors, site managers, program managers, and instructional systems designers. A subset of the data collected for this study was compared with results from a Control Group that uses traditional nondigital training events. Study results suggest that testing and lesson times can be reduced without compromising learning. This paper presents a pathway to migrating nondigital events to a digital environment with captured xAPI data. Further, it proposes a strategy for use of xAPI profiles in addition to metadata, resulting in increased efficiencies, better learner engagement, and more useful learner data to apply adaptive learning technologies.