Use Of Simulation Games Research Articles

Communicative competence of a lawyer as an important component of the profession

The article emphasizes the importance of developing a lawyer’s communication skills to ensure the effective provision of legal assistance, the formation of trusting relationships with clients, and successful interaction with participants in procedural relations. However, modern legal education focuses mainly on the technical aspects of law and pays insufficient attention to the development of communication skills, which creates a gap between theoretical training and practical requirements of the profession. That is why the study of a lawyer’s communicative competence, as a component of his profession, is relevant both from the point of view of professional development and to ensure the effective provision of legal assistance. In order for a lawyer to carry out professional activities at a high professional level and be competent, he needs to have a set of basic knowledge on the basis of which professional activities will be carried out, to have social ideas about what can be done and what cannot be done, to have abilities, skills, to exert willpower, emotional effort. The article proposes to highlight such basic elements of competence as industry knowledge, practical skills, ethical and moral values, emotional and volitional component. Based on the conducted study of the essence of communicative competence, we suggest considering it as a person’s ability to effectively interact with other people in the process of communication, taking into account the context, social norms and individual characteristics of the interlocutor. Communicative competence plays an important role in the professional activity of a lawyer - it helps to build a relationship of trust with the client, ensures effective interaction with process participants, helps in resolving conflicts, and builds professional authority. The author focuses attention on a number of problems in the development of communication competence of lawyers. Among them – paying insufficient attention to the formation of communicative competence in educational programs, lack of a sufficient number of practical trainings, low level of self-esteem of lawyers. It is proposed to start solving the mentioned problems by revising approaches to the formation of communicative competences at the level of basic legal education students, and improving the communication skills of practicing lawyers is possible due to the organization and conduct of trainings and seminars, the use of simulation games, modeling of court sessions, the involvement of communication specialists in the training of lawyers, conducting psychological trainings.

Sparking Students’ Interest: Teaching About International Climate Negotiation with a Renewable Energy Transition Simulation Game

International climate negotiations stall when countries do not view problems outside of their national interest or do not consider renewable energy as collectively beneficial. This is not inevitable. Political science university educators can help students view climate negotiations beyond national interest and imbue needed negotiation skills through the use of simulation games. Simulation games can depict uneven distribution of existing energy infrastructure, wealth, natural resources, and population – all of which make the energy transition “geopolitical.” By negotiating policies and trading inputs, technology, resources, or knowledge with other countries, it is possible to phase out fossil fuels. This study imparts lessons learned from a European project to turn the concept of international cooperation on the energy transition into a simulation game called ‘Geovania.’ Game sessions reinforced the learning objectives to teach students about the politics of renewable energy transitions, gave practical experience negotiating, and portrayed the two-level domestic/international interface. In this study, we begin with the need for simulation games on the geopolitics of energy transitions, present the development of this game, and offer observations from instructors who developed and used this game in their classrooms. The results include cumulative insights from 14 sessions in six countries with 292 university students. We find that the game sparked students’ interest in the energy transition, in part due to the features of the digital interface, and that skilled facilitation can build on students’ understanding of material to meet various course objectives.

Features of the formation of professional competence of a future foreign language teacher through simulation games

The article emphasizes the importance of using the simulation-game method for the formation of professional competence of future foreign language teachers and describes its effective developmental impact. The principles and methods of the simulation game that contribute to the professional growth of students are considered. The authors of the article emphasize the necessity of professional development of future foreign language teachers and reveal the potential of simulation tasks. It is noted that learning through simulation game allows to achieve two goals at the same time. In addition, the authors note that the use of simulation games gives the learning process an interesting and practically oriented character, contributes to the development of students' universal competencies such as cooperation and critical thinking, which increases their competitiveness in the labor market. In the article the authors describe in detail the main stages of the simulation game method and offer a number of optimal linguistic and content tasks for the development of professional competencies. Based on the above, the authors conclude that it is necessary to introduce the simulation game as an effective method of teaching foreign languages in higher education institutions when training future teachers. The purpose of this article is to analyze the potential of using imitation tasks to improve the effectiveness of foreign language teaching. The main objective of the article is to describe the rules and principles of the method of imitation games, as well as to formulate the didactic foundations for the use of such games in the training of future foreign language teachers. On the basis of the studied theoretical sources and their own experience of using imitation games, the authors offer a set of tasks for teaching a foreign language that meets the requirements of language teaching methodology.

The Impact of Collective Pre-game Organization in the Perceived Experience of Digital Management Simulations in Higher Education

This study investigates the impact of pre-game preparation on the perceptions and outcomes of participants in a digital simulation game. Conducted on 542 students from 28 management schools, the research explores how team organization and strategic planning in the early stages influence game experience and performance in a business simulation context. The findings reveal that effective pre-game preparation significantly enhances both the participants’ perception of the game and their performance outcomes. These results underline the importance of structured team organization and the strategic definition of roles before the game begins. This study also contributes to the literature on simulation games by highlighting the crucial role of pre-game activities, especially in team-based settings. In addition, it offers practical insights for educators on optimizing the use of simulation games by focusing on preparation and organization strategies that mimic real-world business environments. This research not only fills a gap in our understanding of the preparatory phase of game-based learning but also enhances our knowledge of how simulation games can be effectively integrated into management education.

Press START to Teach – Can Simulation Games Close the Theory-Practice Gap?

Background Student teachers commonly struggle to apply theoretical knowledge to their teaching. This theory-practice gap is a serious problem in teacher education. Over the past decade, simulations and serious games have been shown as an effective way to practice the transfer of theoretical knowledge in authentic settings of skill-use. Approximating theory-based teaching practice via repeated use of simulation games, thus, may be able to close the theory-practice gap in teacher education. Aim We aimed to assess whether repeatedly engaging with simulated teaching and theory-based feedback would improve student teachers’ teaching self-efficacy, transfer of theories into teaching situations and their perceived usefulness of theories. Method N = 86 student teachers learned twice with either a digital simulation game depicting decision-making in the classroom (simulation condition) or with screenshots of the game (control condition). After each phase, student teachers received theory-based feedback about (their) teaching. Results Against our hypothesis, there were no changes in both conditions regarding student teachers’ teaching self-efficacy, perceived usefulness of theories for practice, or integration of theory-based arguments into practical reasoning. Nonetheless, we found positive effects for learning time and motivation favoring the simulation condition. Conclusion Our results point towards the motivating potential of simulation games that was, however, not sufficient to close the theory-practice gap. It seems that the theory-practice integration within the simulation game needs to be even stronger to reveal the desired effects, which needs to be subject to further research.

SIMULATION GAME AS AN EDUCATIONAL TECHNOLOGY PROFESSIONAL TRAINING OF SPECIALISTS PUBLISHING AND PRINTING

The article deals with the peculiarities of using such an interactive educational technology as a simulation game in the educational process of a higher education institution. Approaches to defining the essence of this technology are generalized. It has been established that simulation games can be used as a pedagogical technology or one of the methods of active learning, in conducting social and psychological training, in solving production, social and psychological problems that a graduate may encounter in his or her professional activity. The classification of educational simulation games is presented. Their didactic potential is determined and possible options for building and structuring simulation games are revealed. The specifics of the use of simulation games in the professional training of bachelors of publishing and printing in higher education are considered. Their use will facilitate the rapid inclusion of students in the model of professional activity, allow them to take on different functional roles, identify the specifics of their characters' activities, interact in a simulated, but as close to real, production process, and most importantly, see and evaluate the final result of their work. The author's electronic resource with methodical instructions on the use of a simulation game. The experience of using the simulation game in the professional training of bachelors of publishing and printing is presented.

The Use of Simulation Games: Their Effectiveness in Teaching Mathematics

This experimental research aimed to determine the effectiveness of simulation games as a strategy in teaching Mathematics. The study was conducted at Passi City College, Passi City, Iloilo during the Academic Year 2019-2020. The subjects of the study were the forty eight (48) BSBA second year students enrolled in Statistics. The subjects of the study were randomly distributed into the control and experimental group. Data gathered were analyzed using the mean and t-test. The results revealed that the respondents exposed to both strategies have the same performance in the pre-test. The use of simulation games improved the performance of the respondents in Mathematics. Respondents exposed to traditional method of teaching improved their performance in Mathematics. Both groups have the same performance in the post-test described as “Satisfactory”. The performance of the respondents in the pre-test exposed to traditional method and with the use of simulation games is almost the same. The performance of the respondents exposed to the use of simulation games in the pre-test and post-test differed significantly. Significant difference existed in the performance of the respondents exposed to the traditional method of teaching in the pre-test and post-test. The performance of the respondents exposed to both strategies in the post-test is comparable.

Impact of a Simulation Game (MASS) on the Undergraduate’s Experience and Performance in Triage Training–A Pilot Study

Introduction:The use of simulation games in education has been rising in recent years. Triage is not only a major content among the EMS (emergency medical services) but also a necessary skill for students to improve their first-aid ability. This study aims to investigate a game for education called MASS (movement, assessment, sort, and sending), which attempts to enhance students’ capability of disaster response.Method:A randomized controlled trial was conducted among students who took the course: “Understanding Disaster and Surviving Risk” during the term and volunteered to participate in teaching research from different faculties in Sichuan University. Participants were trained by using the simulation game or the online course before class. The simulation game is MASS, which uses virtual reality techniques to create a realistic 3D tanker explosion scene, and the online course is a Massive Open Online Course created by the teaching team. In the class, questionnaires with subjective and objective multiple choices were carried out after a discussion. With SPSS version 27.0, statistical significance among groups was determined by Mann-Whitney U-test for rank variables, Fisher’s exact test for binary variables.Results:73 students were included in this study, including 45 in the online course group and 28 in the simulation game group. The qualitative experience survey showed the two groups were significantly different in experience of disaster scene challenges, application scenes, and method of triage (P=0.031, 0.007, 0.031, respectively). Students in the simulation game group showed significantly better performance in knowledge acquisition including application scene of triage, key of the expectant’s assessment, and rescue condition for thoracentesis than in the Online game group (P=0.048, 0.020, 0.010, respectively).Conclusion:Simulation games can improve students’ experience and performance in triage training. Due to the unrepeatability of disaster, the study suggests that games can be used to conduct simulation education for disaster medicine.

Design of individual simulation games in manufacturing companies for game-based learning

The digital transformation of manufacturing companies is a huge driver of complexity in organizational structures and processes. Challenges such as an increasing number of variants, rapid changes in technology, and a multitude of interfaces between IT systems within companies require changed qualifications in the workforce. Employees lack a profound understanding of the added value that digitalization can bring to the company and themselves. To address these challenges, simulation games are a suitable approach. Simulation games are active learning methods that simulate real systems in an artificial environment. The goal is to give employees the opportunity to gain experience and make decisions without creating a pressure situation or endangering the real production system. This enables them to better understand, evaluate and design real systems. In order to make optimal use of simulation games in manufacturing companies, they should be customized to the company and its employees due to individual processes and structures. This paper presents a procedure model for designing a concept of individualized simulation games for manufacturing companies in the context of digitalization. It starts with the identification of requirements. Subsequently, the requirements of the individual elements are combined into a holistic simulation game. The piloting of the framework is presented using an example from industrial practice.

Business simulation games: impact on SOLO taxonomy learning outcomes, learning performance and teamwork competency

Despite the increasing use of simulation games in business education, only few studies have explored the cognitive processes that learners employ while playing the game, with quite controversial results about the students’ learning outcomes. The current study analyses the impact of a Business Simulation Game (BSG) on the cognitive processes related to the “Structure of the Observed Learning Outcome” (SOLO) taxonomy. Moreover, overall learning performance and perceived teamwork competency have been investigated. A quasi-experimental pre and post-test design was applied. Eighty (80) university students played a marketing simulation game to practise a business marketing plan. The results showed a significant improvement in the unistructural and extended abstract levels of the taxonomy after playing the game. There was no significant difference in the multi-structural level while the effect on the relational level was negative. Also, a strong, positive correlation between perceived teamwork competency and learning performance was found. Implications for instructional designers and educators are discussed.

Simulation Game in Quasi-Professional Training of Pre-Service Teachers

The relevance of the study lies in the need to highlight the problem of using simulation games in the quasi-professional training of pre-service teachers, bringing the educational process closer to the teachers’ real working conditions. The purpose of this paper is to cover the method of using simulation games and its various techniques in the quasi-professional training of pre-service teachers while studying psychological and pedagogical disciplines and to investigate the attitude and level of motivation of pre-service teachers towards the use of simulation games in training for professional activities. Theoretical methods (analysis, synthesis, comparison) were used to examine the problem in the psychological and pedagogical literature, clarify the nature and features of the process of training pre-service teachers for professional activities using simulation games, as well as empirical methods (questionnaires, observations, expert assessments, self-assessment) which were used to investigate the attitude and level of motivation of pre-service teachers towards the use of simulation games in training for professional activities. This paper article presents the structure of the simulation game and methods of working with the simulation game. The authors describe the advantages and disadvantages of using the simulation game in training of preservice teachers in higher education. The results of students’ survey on the specific features of organising simulation games and increasing their efficiency are presented: students’ attitude towards the use of simulation games in the educational process and the degree of activity of pre-service teachers in organising simulation games. The study confirmed that the use of simulation games in the quasi-professional training of pre-service teachers contributes to the effective formation of professional competence of pre-service teachers and forms a positive attitude towards the teaching profession, enhances learning interests and students’ interest in future professional activities. The paper shows that most students are interested in simulation games and believe that participation in simulation games has a positive effect not only on learning, mood, and relationships of students, but also plays a considerable role in their professional development. The practical significance of the study is to give examples and recommendations for the use of simulation games while studying psychological and pedagogical disciplines, as well as to outline the subject and social contexts of educational activities of future teachers

Family heads’ preparedness facing landslides: simulation game method and focus group discussion

Natural disasters can occur suddenly or over an extended period. Earthquakes are notoriously difficult to anticipate in terms of their timing, location and magnitude. Simulated catastrophes in Celaket, Pacet and Mojokerto sparked this investigation of the preparedness efficacy of family leaders via the use of simulation game (SIG) and focus group discussion (FGD). The study designed was quasi-experimental with a pre/post test. The sample size was 150 responders. MANOVA test indicates a p value of 0.05, indicating that Ha is accepted and Ho is rejected. SIG is more successful than FGD in assessing family heads’ preparedness to deal with landslides in Celaket, Pacet and Mojokerto. SIG is also more effective than FGD on family heads’ preparedness in the mitigation, emergency and recovery of landslides. Educational institutions, BPBD, village officials and related parties need to be more intensive in providing disaster training to communities in disaster risk areas.

Simulation Game Versus Multiple Choice Questionnaire to Assess the Clinical Competence of Medical Students: Prospective Sequential Trial.

BackgroundThe use of simulation games (SG) to assess the clinical competence of medical students has been poorly studied.ObjectiveThe objective of this study was to assess whether an SG better reflects the clinical competence of medical students than a multiple choice questionnaire (MCQ).MethodsFifth-year medical students in Paris (France) were included and individually evaluated on a case of pediatric asthma exacerbation using three successive modalities: high-fidelity simulation (HFS), considered the gold standard for the evaluation of clinical competence, the SG Effic’Asthme, and an MCQ designed for the study. The primary endpoint was the median kappa coefficient evaluating the correlation of the actions performed by the students between the SG and HFS modalities and the MCQ and HFS modalities. Student satisfaction was also evaluated.ResultsForty-two students were included. The actions performed by the students were more reproducible between the SG and HFS modalities than between the MCQ and HFS modalities (P=.04). Students reported significantly higher satisfaction with the SG (P<.01) than with the MCQ modality.ConclusionsThe SG Effic’Asthme better reflected the actions performed by medical students during an HFS session than an MCQ on the same asthma exacerbation case. Because SGs allow the assessment of more dimensions of clinical competence than MCQs, they are particularly appropriate for the assessment of medical students on situations involving symptom recognition, prioritization of decisions, and technical skills.Trial RegistrationClinicalTrials.gov NCT03884114; https://clinicaltrials.gov/ct2/show/NCT03884114

Supporting Entrepreneurial Attitudes at Technical Universities Through Simulation Games. Evidence from Poland

RESEARCH OBJECTIVE: The aim of the paper is to evaluate the experi­ence resulting from the use of simulation games as supporting entrepreneurial attitudes at technical universities.&#x0D; THE RESEARCH PROBLEM AND METHODS: The main problem raised in the article concerns the effectiveness of simulation games as a method of sup­porting entrepreneurial attitudes at technical universities. The article provides an overview of selected literature and presents the authors’ experience in using simulation games.&#x0D; THE PROCESS OF ARGUMENTATION: The first part presents selected aspects of entrepreneurship and simulation games. The next part presents the results of a case study on the use of simulation games in Poland. As a result, the final part formulates conclusions regarding this issue for the future.&#x0D; RESEARCH RESULTS: Knowledge and usefulness of a simulation game as an entrepreneurship education method among students of technical universi­ties have been indicated. Conclusions have been formulated pointing to high effectiveness and usability of simulation games in supporting entrepreneurial attitudes.&#x0D; CONCLUSIONS, INNOVATIONS AND RECOMMENDATIONS: The studied method of entrepreneurship education seems to be extremely in­teresting for students of technical universities and should be further developed as an innovative educational solution.

Інноваційний підхід до застосування ігрових методів у новій українській школі

The article substantiates the expediency of using game methods in the lessons «I explore the world» in accordance with the reform of the « New Ukrainian School». The author identifies the need for professional development of primary school teachers in connection with the modernization of the scientific and educational space. Rapid changes in the social, cultural, political, economic, and environmental spheres of the world presuppose rapid adjustment of the country's legal framework. The new Ukrainian school is implementing a reform at the primary school level through updated curriculum content. The modern updated curriculum of the integrated course «I explore the world» provides for the improvement of forms, methods, means of teaching applicants. The main ideas of the Concept «New Ukrainian School» open promising areas that require a new way of thinking and acting, namely: pedagogy of partnership, new standards and learning outcomes, autonomy of school and teacher, readiness for innovation. The formula of methodical competence of a primary school teacher includes methodical creativity and methodical mobility. An innovative approach to teaching an integrated course «I explore the world» through the introduction of game methods contributes to: the harmonious holistic development of students, the creation of educational cognitive creative environment, allows you to effectively teach integrated knowledge. During the game, the modern holistic picture of the world is assimilated and reflected in the minds of students based on values, research behavior, a system of knowledge about nature based on sensory experience. During business games with children in the lessons «I explore the world» simulation games affected the ability to argue, as well as to visualize and present their own conclusions with the help of technical means. The specifics of the use of simulation games in lessons involves careful teacher training at all stages of the game: analysis of the content of the textbook «I explore the world», defining tasks and objectives, selection of teaching aids and types of independent work, thinking about stimulating game participants. The effectiveness of play situations is determined by the maximum approximation of them to the realities of life based on the individual experience of the child.

Students’ Acceptance of Simulation Games in Management Courses: Evidence from Saudi Arabia

As a new trend in learning, simulation games play an active and essential role in the area of educational technology. Gaming makes a positive impact on the learning process. It has the capability to enhance creativity, problem-solving, communication, decision-making, and collaboration (Faizan et al., 2015). This paper is aimed at exploring the factors that affect students&amp;rsquo; acceptance and use of simulation games in management courses. In this study, the unified theory of acceptance and use of technology (UTAUT) is utilized to investigate students&amp;rsquo; intentions regarding using simulation games for learning. The proposed model and its hypotheses are tested by surveying 115 students at Yanbu University College in Saudi Arabia. Data are gathered and analyzed using smart partial least square. After analysis, the results prove that performance expectancy, effort expectancy, and social influence have positive effects on behavioral intentions (BI) and that facilitating conditions have a positive impact on use behavior (UB). In addition, a positive effect is found between BI and UB. The authors utilize the study findings to highlight some recommendations that could improve the implementation of simulation games. Finally, future studies are recommended to increase the sample size for more reliable results and conclusions.

Innovative Methods in Medical Education in Bulgaria: Video Materials and Serious Games

Modern trends in teaching and learning aim to use effective methods by which students better understand the learning material and are more involved in the learning process. These methods should take into account the ability of today's students to work multi-functional and quickly process large amounts of information. The introduction of modern technology in the classroom is the most important change in education now. This article examines ways to provide specialized medical information in an intriguing interactive way, geared towards effective support for medical students. The paper presents new methods included in the training of medical students in Bulgaria: Video algorithms that show didactically in detail the necessary sequence of actions to perform a particular medical manipulation, including everything they need to know and can make the student achieve this skill. In order to better master the series of actions involved in the manipulation and the acquisition of preliminary experience, it is proposed to include simulation games in the medical training. The use of simulation games in medical training helps to improve the skills of future medics and to build self-confident specialists.

The Use of Simulation Games and Tabletop Exercises in Disaster Preparedness Training of Emergency Medicine Residents

Introduction:Emergency physicians play a frontline role in hospital disaster responses and require appropriate training.Aim:The aim of the current study was to pilot and compare the effectiveness of two emergency preparedness teaching interventions: the first employing traditional lecture-based instruction (LEC) and the second utilizing interactive simulation/game-based teaching (SIM).Methods:A two-group randomized pre- and post-test design was implemented into the didactic curriculum of the Emergency Medicine (EM) Residency Training Program at the San Lucas Episcopal Hospital in Ponce, Puerto Rico. Residents (n=23) completed either a LEC (control) or SIM teaching module (single day, one to two hours) focusing on emergency preparedness concepts, disaster-related clinical decision-making, and physician responsibilities during hospital disaster protocols. Knowledge-based multiple-choice exams and scenario-based competency exams were administered at three different time points: one-week pre-intervention, immediately post-training, and two-weeks post-training. Test scores were compared between groups at each time point using the Mann-Whitney U test.Results:Following the teaching interventions, no significant differences were found between the LEC group versus the SIM group in knowledge-based exam performance (LEC 81.1%[9.4] vs. SIM 74.9%[12.1]; U=42.50, p=0.15) and scenario-based exam performance (LEC 80.0%[9.7] vs. SIM 80.2%[9.2]; U=62.00, p=0.83), suggesting both teaching methods were similarly effective. Indeed, knowledge-based exam scores improved two-fold and scenario-based exam scores improved by over 50% immediately following training relative to baseline exam scores. Two-weeks post-training, a significant decrease in scenario-based exam performance was found in the LEC group relative to the SIM group (LEC 63.1%[11.6] vs. SIM 75.4%[11.5]; U=91.50, p=0.036), suggesting residents who train with simulations show greater retention of scenario-based concepts compared to those who train with lecture-based training alone.Discussion:The current study highlights the potential dual value of incorporating simulation training in EM emergency preparedness curriculums in improving both knowledge and concept retention of physician disaster responsibilities.

A Scientific Foundation of Simulation Games for the Analysis and Design of Complex Systems.

Background. The use of simulation games for complex systems analysis and design has been acknowledged about 50 years ago. However, articles do not combine all salient factors for successful simulation games, and often stem from a clear view of one particular field of science only. With combining multiple disciplines, connect analysis and design as well as research and practice, we provide deep insights in design and use of simulation games.Aim. This article analyzes the design and evaluation process of a variety of game-based projects and activities, using existing scientific concepts and approaches, in order to establish games as a valid research tool. Our focus lies on the approach towards the use of games as design instrument; using them as an intervention in a larger, complex context, in order to design this context. With our contribution, we aim at providing insights and recommendations on the design and use of games as valid research tools, the limitations of this use, possible pitfalls, but also best practices.Method. We carried out a literature review of related work to identify the most important scientific concepts related to our approach of game design. Further use of combined quantitative and qualitative case study analyses highlights the design process and results of our own game studies.Results. The analyses yielded a consolidated conceptualization of simulation games as research instruments in complex systems analysis and design. The results also include methods for the evaluation of simulation games, additional evaluation methods, and limitations to use simulation games as research instruments.Conclusions. We propose guidelines for using simulation games as research instruments that may be of value to practitioners and scientists alike.Recommendation. We recommend practitioners and scientists to apply the guidelines presented here in their efforts to analyze and design complex systems.

Computer-Based Simulation Games in Public Administration Education

Abstract Computer simulation, an active learning technique, is now one of the advanced pedagogical technologies. Th e use of simulation games in the educational process allows students to gain a firsthand understanding of the processes of real life. Public- administration, public-policy and political-science courses increasingly adopt simulation games in universities worldwide. Besides person-to-person simulation games, there are computer-based simulations in public-administration education. Currently in Russia the use of computer-based simulation games in Master of Public Administration (MPA) curricula is quite limited. Th is paper focuses on computer- based simulation games for students of MPA programmes. Our aim was to analyze outcomes of implementing such games in MPA curricula. We have done so by (1) developing three computer-based simulation games about allocating public finances, (2) testing the games in the learning process, and (3) conducting a posttest examination to evaluate the effect of simulation games on students’ knowledge of municipal finances. Th is study was conducted in the National Research University Higher School of Economics (HSE) and in the Russian Presidential Academy of National Economy and Public Administration (RANEPA) during the period of September to December 2015, in Saint Petersburg, Russia. Two groups of students were randomly selected in each university and then randomly allocated either to the experimental or the control group. In control groups (n=12 in HSE, n=13 in RANEPA) students had traditional lectures. In experimental groups (n=12 in HSE, n=13 in RANEPA) students played three simulation games apart from traditional lectures. Th is exploratory research shows that the use of computer-based simulation games in MPA curricula can improve students’ outcomes by 38 %. In general, the experimental groups had better performances on the post-test examination (Figure 2). Students in the HSE experimental group had 27.5 % better scores than students in the HSE control group. Students of the RANEPA experimental group had 38.0 % better scores than students in the RANEPA control group. Research indicates that lecture-based courses are less effective than courses with more interactive approaches. Therefore, our study highlights the need to implement computer-based simulation games in MPA programmes in Russian universities. Computer-based simulation games provide students with practical skills for their future careers.