While the impact and value of simulation games have been investigated in the context of business and management education, few studies have investigated why students are willing to reuse the games or not. The main purpose of this study is to explore the determinants of students' continued usage intention for business simulation games in a higher education context based on the expectation-confirmation theory, flow theory, and motivation theory. Data collected from 381 valid respondents were used to test the research model using the partial least squares approach. The results of this study can provide several important theoretical and practical implications for educational use of business simulation games. The results indicate that continuance usage intention is influenced by learning satisfaction, which is in turn affected by perceived learning performance, learning confirmation, and learning expectation, and that learning confirmation is affected by learning expectation through the mediation of perceived learning performance. Additionally, perceived playfulness affects perceived learning performance while learning motivation influences learning expectation.