The Role of Simulation Games in Economics Education: An Active Learning Perspective

Contemporary higher education faces increasing pressure to equip economics and management graduates with practical, decision-making competencies transferable to professional environments undergoing rapid transformation associated with Industry 4.0. At the same time, the cognitive and motivational profiles of Generation Z students – shaped by immersive digital environments – call for teaching methods that go beyond traditional lecture-based knowledge transfer. Despite a growing body of international research on game-based learning, a theoretically grounded and empirically informed analysis of business simulation games as a tool for academic economics education remains underdeveloped in the literature, particularly regarding soft-skill validation, long-term learning outcomes, and comparative effectiveness across simulation types. This article addresses that gap. The study is review-analytical in nature and combines two research approaches: a narrative literature review of active learning theories and empirical studies on simulation effectiveness, and an analytical case study of the Marketplace^® “Business Fundamentals” game, based on published methodological materials rather than primary data collection. The analysis reveals that business simulation games are solidly grounded in experiential learning theory (Kolb), constructivism (Piaget, Vygotsky), self-determination theory (Deci & Ryan), and the concept of flow (Csíkszentmihályi). Meta-analytic evidence confirms moderate but consistent positive effects on declarative and procedural knowledge acquisition, student engagement, and systems thinking. Nevertheless, the educational effectiveness of simulation games is strongly moderated by the quality of instructor facilitation, the structure of debriefing sessions, and the degree of integration with the broader course curriculum. The article concludes with five evidence-based recommendations for academic practitioners and outlines priority directions for future longitudinal and comparative empirical research in this field.