Abstract: Objective: To examine the effects of situated game teaching through set plays on college students' situational interest during a volleyball unit. The findings can provide guidance for cultivation of students' learning interest. Methods: 114 sophomore college students from a university in Hubei province were chosen as subjects. 53 male and female students were in the experimental group and 61 male and female students were in the control group. After 12 weeks of intervention, MANCOVA was used to analyze the data. Results: Participants in the experimental group reported statistically significant higher scores in active and passive interest and autonomic learning than those in the control group(F=15.410、8.764,P=0.001、0.004<0.01,F=6.197,P=0.014<0.05)after the effects of gender, stages of exercises, volleyball experience, and fitness and health status were excluded. There were no statistical differences in level of attention and exercise (F=3.415,P=0.067>0.05). Conclusion: The curricular model of situated game teaching through set plays can increase college students' active interest and autonomic learning and reduce their passive interest. Even though there is no significant effect on level of attention and exercise, the model has the potential to improve students' learning effects.