Motivation is often seen as a key factor for learning and due to their special approach playfulness might be of special importance for seminars using simulation games. Therefore this paper evaluates the impact of students’ motivation and playfulness on learning and lecturing with simulation games using quantitative methods. Based on three different questionnaires on motivation, playfulness and teaching with simulation games data was gathered in three simulation game seminars (n = 49). In addition, the share price as in game success factor is used. Measuring key variables at four different times during a 3-day-simulation game seminar, a longitudinal study was conducted. Key questions were how different components of motivation developed over the course of simulation game seminars and whether individual components of motivation influence the course and results of simulation game seminars. In addition, it was examined, whether the question on motivation within the inventory of the Centre for Management Simulation can be externally validated and whether participants’ playfulness influence the simulation game seminars. It is found that student motivation impacts teaching with simulation games in various ways while playfulness has no impact on the educational process of simulation game-based teaching.