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While educators teach their students about decision making in complex environments, managers have to deal with the complexity of large projects on a daily basis. To make better decisions it is assumed, that the latter would benefit from better understanding of complex phenomena, as do students as the professionals of the future. The goal of this article is to evaluate the relevance of the use of simulation games for learning about the complexity of large-scale socio-technical projects. Relevantdoi:10.15388/infedu.2010.01 fatcat:usqi62g7ujcqznxnxilkbh6hwq