While technology-driven simulation-based learning has been expanding its presence in higher education, the efficacy of varied learning methods in classroom settings deserves further investigation in information systems education. This research aims to compare the learning outcomes of complex simulation games when participants engage in enactive learning intertwined with vicarious learning through indirect peer observation versus when they are exposed to enactive learning without vicarious learning. To this end, a quasi-experimental study is proposed in a course where enterprise resource planning (ERP) simulation games are extensively implemented to reinforce student understanding of business processes and their integration in enterprise systems. The effects of the combined vicarious learning are to be assessed both quantitively and qualitatively. Findings of this research are expected to provide insights into the effective classroom use of simulation technologies and to foster student learning experiences and outcomes in a simulation-based learning environment.