In the practice of STEM education, it is effective to incorporate project-based learning. In project-based learning, learners need to explore the surrounding world, observe activities, and interact with each other. However, when dealing with a large-scale event temporally and spatially, it may be difficult for the learner to explore the surrounding world and also observe or interact with the phenomenon. Simulation-based digital games are suitable for such subjects. Therefore, we have developed the “Satoyama Management Game” as an example of a simulation-based digital game that can be used for STEM education by project-based learning when dealing with a large-scale event temporally and spatially. Moreover, we report on an evaluation experiment we conducted with the “Satoyama Management Game” to see if the learners could gain knowledge about Satoyama and understand that each Satoyama has a different management style and vegetation. In the evaluation experiment, learners were asked to experience the management of two types of Satoyama. We conducted an evaluation using pre-post-questionnaires and management methods chosen by the learners during the game experience. The results indicated that the students were able to acquire knowledge about Satoyama and learn about the differences in management methods and vegetation through the Satoyama Management Game.
