Meta-Analyzing Experiential Game-Based Learning in Entrepreneurship Education

This paper presents a meta-analysis grounded on a previously conducted systematic literature review on game-based learning (GBL) in Entrepreneurship Education (EE), with a particular focus on comparing the design principles, pedagogical value, and learning outcomes of experiential versus non-experiential game-like methodologies. While existing literature provides rich taxonomies of GBL tools and learning intentions, there is a gap in understanding how differing instructional approaches shape entrepreneurial competence development—particularly in terms of depth, engagement, and transferability of knowledge and skills. Experiential GBL approaches — such as role-playing scenarios, makerspace projects, entrepreneurial challenges, and serious games — immerse learners in problem-centered, often collaborative environments that mirror real-life entrepreneurial dynamics. These formats emphasize learning through doing, reflection, and iteration, and are deeply rooted in constructivist and transformative learning theories. In contrast, non-experiential approaches — such as gamified quizzes, flashcards, point systems, and digital badges — aim to increase engagement and motivation through extrinsic rewards, but often limit the learner’s active agency and emotional investment in the process. Our analysis indicates that experiential methodologies consistently show stronger results in fostering higher-order entrepreneurial competencies, such as creativity, opportunity recognition, resilience, and decision-making under uncertainty. These formats promote not only cognitive learning but also personal growth, self-efficacy, and teamwork. However, their implementation requires greater time, instructor preparation, and contextual adaptability. Non-experiential formats offer scalability, consistency, and ease of assessment, making them suitable for foundational knowledge acquisition or large-scale learning environments, yet may lack the depth needed for transformational outcomes. The paper concludes with implications for course and curriculum design in higher education, drawing on an applied example from a university-level entrepreneurship course that embodies experiential GBL principles. This serves as a case study for translating meta-analytic insights into actionable educational practice and provides a roadmap for educators and institutions seeking to enhance EE through game-based strategies tailored to their specific goals and constraints