Abstract
One of biggest challenges in increasing the uptake of simulation games in higher education is the difficulty of learning how to design and run such games. In this paper, a training model is presented that demonstrates the benefits of a mixed method approach, as evidenced by the outcomes of a major research project involving six European countries. The model uses an active-learning approach, whereby users are exposed to a variety of simulation types, both as players and as designers, with additional group discussion deepening individual reflection and confidence. Use is made of a simulation game generator, as well as an asynchronous online simulation, to provide opportunities for users to experience a wide breadth of possibilities within the pedagogy. The benefits and challenges of this approach are considered in light both of general pedagogical theory and of its actual implementation in the EU-funded project, Innovating Teaching and Learning of European Studies (INOTLES). Overall, the paper argues that while teaching simulation game design is not without challenges, it is also possible to provide meaningful support to new users and further stimulus to those who already have some experience. As a result, the approach offers much potential as a means of mainstreaming the use of simulations and in building a culture of active-learning.