Simulation games offer a safe space to experiment with system models and provide learning experiences about interdependencies and thus, are considered to foster the development of a deeper understanding of systems. This article describes the use of SimCity in the university course Infrastructure Management, which has been in continuous operation since 2002. Methodologically, a total of four events were observed. Students' motivation, the didactic scenario and the perceived learning outcomes were examined with the help of a focus group discussion and questionnaires. The didactic scenario shows characteristics not described in this combination in the literature to date:(1) the moderated open, simultaneous and competitive play in groups, (2) the used regional planning scenario and (3) the long, regular period of application of more than 15 years. The results show that SimCity 4 can still serve as a platform for exciting learning scenarios more than 15 years after its initial release. It could also be shown that the didactic scenario motivates the students and that SimCity also generates gaming fun. Furthermore, it could be argued that a regional scenario can be implemented by simple means and is perceived as motivating by the students. Furthermore, this study indicates that even a technically complex and fast-moving medium such as a computer game can be used in a didactic scenario over a longer period with limited effort. Nevertheless, the challenge of game aging should be actively addressed. Furthermore, the study revealed that game-based learning still faces challenges with being recognized by students as a serious learning activity. Author Contributions: The main activities of the team of authors can be described as follows. U.A. designed the didactic scenario and has been carrying it out for more than 15 years. He initiated the study and was significantly involved in its conception. H.S. initially designed the study and carried it out over 4 years. He wrote the draft of the article. M.R. designed and refined the study from a didactic and motivational perspective and also analysed the didactic scenario. Conceptualization, U.A., H.S. and M.R.; methodology, U.A., H.S. and M.R.; software, U.A.; validation, U.A., H.S. and M.R.; formal analysis, U.A., H.S. and M.R.; investigation, U.A., H.S. and M.R.; resources, U.A., H.S. and M.R.; data curation, H.S.; writing-original draft preparation, H.S.; writing-review and editing, U.A., H.S. and M.R.; visualization, H.S.; supervision, U.A.; project administration, U.A.; funding acquisition, U.A. Funding: This research received no external funding.
Conflicts of Interest:The authors declare no conflict of interest.
