In recent years, games have been proven to be an effective tool in supplementing traditional teaching methods. Through game playing, students can strengthen their cognitive-recognition architecture and can gain satisfaction as well as a sense of achievement. This study presents a conceptual framework for examining various effective strategies by which inst onment (SIMPLE) game in three decision-science courses in industrial engineering. Through this use, we evaluated the perceptions and the learning motivation attributable to a group of students after they played the SIMPLE game. We also explored the relationships between the course design and the students' learning motivations. We collected data from 139 students in the three courses and analysed the materials by using descriptive statistics, an independent t-test, a multiple regression analysis, one-way analysis of variance and Pearson correlation. Results showed that instructors' teaching strategies enhanced students' motivation to play the SIMPLE game and that students' learning motivation affected the students' acceptance of the SIMPLE game. The results also showed a clear and strong relationship between students' background and students' acceptance of the SIMPLE game in these three courses. By combining appropriate approaches to adopting the SIMPLE game and appropriate approaches to teaching students about production and logistics decision-making situations, instructors can create an effective learning environment for peer interaction, for learning motivation and for course-directed learning interest.