The Role of Interactive Games in Learning Processes

Abstract

This paper aims at presenting the design, implementation, and outcomes of an interactive game (MultiCountry), highlighting its potential for fostering mathematical and quantitative learning in economics, as well as its ability to artificially generate quantitative data that can be effectively used in experimental economic research. The game is based on the Macrosim software, developed at the University of Wisconsin-Madison (UW), which can be applied in various contexts, including macroeconomics, the banking industry, and futures contracts. As expected, the results of the game show that students are gradually able to understand how their economy works and how it responds to their own decisions and those made by other players. Moreover, simulation-based games play a crucial role in modern economics education. These tools transform abstract and often complex theoretical models into immersive, interactive environments, thereby facilitating deeper student engagement, enhanced motivation, and improved knowledge retention. They enable experiential learning, allowing students to experiment with policy variables or market decisions in a low-risk setting, observe the dynamics of their choices in real time, and critically reflect on outcomes—elements shown to foster critical thinking, strategic decision-making, and problem-solving skills. Further, simulations provide educators with rich, generated datasets, creating valuable opportunities for analysis, hypothesis testing, and empirical study within experimental economics frameworks. Overall, the combination of active learning, immediate feedback, and realistic modelling situates simulation games as powerful pedagogical instruments for developing both theoretical understanding and quantitative competence in economics students.