The use of simulations of EU decision-making and other active learning tools has been the subject of an increasing number of workshops and publications in political science, providing accounts of successful implementation and presenting tips and tricks to organize simulation exercises on a larger scale and in new settings. Increasingly, methodological issues and questions regarding the effects are addressed, also from the perspective of educational sciences. This panel has therefore a double aim: (1) to address dimensions of design of simulations, such as blended learning, preparation and assessment of students and (2) to present empirical evidence of the effects of participation in simulations on students’ interests and students’ cognitive, regulative and affective learning outcomes. The panel brings together both political and educational scientists. While educational research literature has so far not systematically addressed the tool of simulations of decision-making, political scientists have hardly used insights from research on assessment or on motivation and interest of students. It is the explicit aim of the panel to address how simulating decision-making environments foster learning.