Simulation games are widely regarded as powerful educational tools because they can replicate complex real-world systems and promote experiential learning. However, developing simulation games often incurs high costs and takes several months of design and production, making them inaccessible to many learners, organisations, and communities.

Research question: Can low-fidelity simulation games built using frugal tools and minimalist designs prove effective as instructional tools for adult learners?
Lo-fi Simulation Games focus on simplified learning experiences that encourage learners to reflect on their mental models, decision-making processes, and behavioural patterns. The term "Lo-fi," borrowed from music production, refers to intentionally embracing simplicity or imperfection to prioritise substance over form. When applied to simulations, this approach concentrates on core learning dynamics rather than elaborate digital environments, mechanics, and gameplay that require teams of developers and designers.

Additionally, the minimalistic design of Lo-fi simulations ensures that attention remains on the system behaviours being modelled and reduces extraneous cognitive load for learners.

Lo-fi simulations are constructed using low-cost, readily available materials, such as printed charts, cards, tokens, Post-it Notes, and everyday objects.
Foundations of Lo-Fi Simulation Games: The distinctive design and effectiveness of Lo-Fi simulations result from the intersection of three interconnected disciplines:
1. Board games: Employ simple game mechanics like randomisation, timers, resource management, planning, competition, and cooperation.
2. Systems Thinking: Break down complex systems into observable dynamics, enabling learners to identify cause-and-effect relationships and feedback loops.
3. Instructional Design: Ensure that experiences align with pedagogical goals structured to promote reflection, knowledge acquisition, and skill development.

This paper presents findings from deploying two Lo-Fi simulation games within learning programmes:
- Kitchen Rush: A game based on the Theory of Constraints. Over 100 participants rated the experience at 4.7/5 and reported greater clarity in understanding systemic bottlenecks and applying the Theory of Constraints, as indicated in a post-workshop survey.
- Deadline Dash: A game on time and productivity management. The game achieved a 90% Net Promoter Score, with participants reporting improved ability to manage time and enhance productivity at work following the workshop.

The paper will analyse the design of these two games from the perspectives of mechanics, instructional objectives, feedback from learners, and the impact post-play. It offers a practical framework and toolkit for educators seeking accessible yet impactful simulation-based learning approaches.

Our findings suggest that Lo-Fi Simulation Games can democratise access to experiential learning without compromising instructional effectiveness.

Keywords: Simulation, Games, Game-Based Learning, Board games.