STUDENTS' INTERACTION FOR ENHANCING LEARNING MOTIVATION AND LEARNING SUCCESS: FINDINGS FROM INTEGRATING A SIMULATION GAME INTO A UNIVERSITY

In recent decades, a vast amount of literature has been published discussing the educational use of simulation games in higher education. One reason simulation games are regarded as superior to traditional teaching is that they encourage students to learn through interaction and collaboration. Simulation games can therefore be subsumed under Kolb's learning model of experiential learning referring to learning through experience. Boosted students' interaction might be one key reason to explain the success of simulation games. The article critically examines whether, and if yes to what extent, the use of simulation games in higher education results in enhanced learning motivation and learning success. As a case study, the incorporation of a simulation game into a university course about climate change is presented. The results of the course evaluation reinforce the core argument that the increased interaction of the students played a vital role for the course success. To integrate various opportunities for students to interact and engage with each other can enhance the learning motivation and thereby enrich the learning experience