The Role of Entrepreneurship Simulation Rooms in Enhancing Experimental Learning for Future Entrepreneurs

Abstract. Entrepreneurship education has tended to prioritize theory over practice, limiting students’ hands-on skill formation. This study investigates the impact of entrepreneurship simulation rooms on enhancing experimental learning among Bachelor of Science in Entrepreneurship students at EARIST Manila. Guided by Kolb’s experiential learning cycle, the Theory of Planned Behavior, and Social Learning Theory, we assessed perceptions of simulation realism, engagement, facilitation, resource sufficiency, and curriculum integration, as well as the perceived development of decision-making, problem-solving, teamwork, innovation, and confidence. Using a descriptive-comparative design, purposive sampling yielded 153 students and seven faculty members who completed structured questionnaires. Descriptive statistics summarized responses; independent-samples t-tests compared groups. Results indicate generally positive perceptions, with Realism of business scenarios (students: WM=3.46) and Student engagement and participation (WM=3.35) receiving the highest evaluations. The availability of tools and resources was lowest, particularly among faculty (WM = 2.42). All five indicators showed significant student–faculty differences (p < .05), signaling misalignment in expectations and the visibility of learning evidence. The findings suggest that simulation rooms can bridge the theory–practice divide and foster entrepreneurial confidence and creativity. Still, impact is constrained by resource adequacy, facilitation quality, and partial curricular alignment. We recommend targeted investments in technology and maintenance, as well as facilitation standards and faculty training, to ensure constructive alignment of simulations with learning outcomes and assessments, thereby strengthening pedagogical effectiveness and supporting SDG-aligned goals in entrepreneurship education.