GAME ON ENTREPRENEURS

Funding programme

Erasmus+ KA205 – Strategic Partnerships for Youth

Project reference

2018-2-ES02-KA205-011922

Period

2019–2020

Coordinating organisation

Ticket2Europe (Spain)

Participating countries

Spain, Estonia, Sweden, Greece

Official project website

Visit official website

GAME ON: Developing Educational Board Games for Young Entrepreneurs aimed to strengthen entrepreneurial competences among young people through the development and use of original educational board games.

The project sought to make entrepreneurship education more accessible, practical and engaging by combining non-formal learning, game-based experiences and participatory educational methods.

It also aimed to equip youth workers and educators with the knowledge and practical tools required to design, facilitate and evaluate educational board games.

Specific learning objectives

• Entrepreneurial mindset: Introduce young people to different ways of thinking and acting entrepreneurially.
• Creativity: Encourage participants to generate original ideas and explore innovative solutions to problems.
• Business ideation: Develop the ability to identify opportunities and formulate potential business concepts.
• Pitching skills: Practise presenting business ideas clearly and persuasively to different audiences.
• Self-awareness: Help participants recognise their personal characteristics, interests and strengths.
• Vocational exploration: Explore connections between personality, individual preferences and potential professional pathways.
• Business sustainability: Introduce the importance of developing economically viable and socially responsible business models.
• Social entrepreneurship: Encourage consideration of the social impact of entrepreneurial decisions.
• Planning: Strengthen the ability to identify objectives, consider resources and make strategic decisions.
• Problem-solving: Develop the capacity to address challenges and evaluate alternative solutions.
• Decision-making: Encourage participants to consider the consequences of different entrepreneurial choices.
• Communication: Promote clear expression, argumentation and interaction during game-based activities.
• Collaboration: Provide opportunities to exchange ideas, negotiate and learn from other participants.
• Experiential learning: Allow participants to explore entrepreneurial concepts through interactive scenarios and structured game challenges.
• Educator competences: Train youth workers to integrate educational board games into entrepreneurship learning activities.
• Educational game design: Provide educators with methods and practical tools for developing board games aligned with specific learning objectives.

The project addressed these objectives through four custom-designed educational board games, a methodological manual and international training activities.

The objectives represent the intended educational contribution of the project. The available documentation does not establish that all these competences improved through independently validated outcome measures.

GAME ON developed four original educational board games focusing on different dimensions of entrepreneurship, entrepreneurial competences and personal development.

The games were created through an international collaborative process involving research, educational design, prototyping, playtesting and refinement.

All four games are presented as printable educational resources, accompanied by game rules, on the Shokkin Group International website.

1. Pitch Perfect

Pitch Perfect is an educational board game focused on creativity, the development of business ideas and pitching skills.

The game encourages participants to explore entrepreneurial ideas and practise communicating them to others.

• Educational focus: Creativity, business ideation and communication.
• Learning targets: Generating business concepts, developing ideas and practising persuasive presentations.
• Game format: Custom-designed educational board game.
• Availability: Printable game materials and rules are publicly linked by the project partner.

2. Copper Bottomed

Copper Bottomed is an educational business-development game in which participants work towards creating a sustainable company with a positive social impact.

The game connects entrepreneurial decision-making with the broader concept of responsible and sustainable business development.

• Educational focus: Business development, sustainability and social entrepreneurship.
• Learning targets: Exploring sustainable business models and understanding the importance of social impact.
• Game format: Custom-designed educational board game.
• Availability: Printable game materials and rules are publicly linked by the project partner.

3. Holland’s Holiday Adventure

Holland’s Holiday Adventure is an educational adventure game focused on self-discovery, vocational interests and personality types.

The game draws on Holland’s vocational interest model, commonly associated with the RIASEC framework, to encourage participants to reflect on their personal characteristics and potential professional pathways.

• Educational focus: Self-awareness, vocational guidance and personal development.
• Learning targets: Exploring personal interests, understanding vocational preferences and identifying possible connections with professional activities.
• Game format: Custom-designed educational board game.
• Availability: Printable game materials and rules are publicly linked by the project partner.

4. Roads2Entrepreneurship

Roads2Entrepreneurship is an educational board game designed to introduce different pathways to an entrepreneurial mindset through five interconnected minigames.

The game presents entrepreneurship as a combination of competences and experiences rather than a single business-related ability.

• Educational focus: Entrepreneurial mindset and transversal entrepreneurial competences.
• Learning targets: Exploring different aspects of entrepreneurship through varied game-based challenges.
• Game format: Custom-designed educational board game comprising five minigames.
• Availability: Printable game materials and rules are publicly linked by the project partner.

Game development process

During the international development process, the four partner organisations explored existing educational games, analysed relevant learning needs and developed game prototypes.

At the third transnational project meeting in Örebro, Sweden, in November 2019, partners presented and tested prototypes, exchanged feedback on mechanics and learning objectives and planned further local playtesting and improvements.

The four final games were produced as printable educational resources for use by young people, youth workers and educators.

Game approach

The appropriate classification is Custom-Designed Educational Games.

The project developed original educational tabletop games rather than adapting existing commercial board games.

The project also included the analysis and playtesting of existing educational and recreational board games as part of its design and training activities. However, these supporting activities do not change the primary classification of the project.

GAME ON adopted a Board Game-Based Learning approach to entrepreneurship education, combining the design of original educational board games with experiential learning, iterative testing and the professional development of youth workers.

The methodology was developed within a non-formal educational framework involving youth organisations from Spain, Estonia, Sweden and Greece.

Rather than using board games exclusively as motivational activities, the project sought to connect game mechanics, educational objectives and the development of specific entrepreneurial competences.

Methodological approach

1. Needs assessment: Partner organisations conducted desk research and focus groups to explore entrepreneurship education and the use of games in different national contexts.
2. Review of existing games: The consortium examined educational games produced nationally and internationally, including examples addressing entrepreneurship and related competences.
3. Analysis of target groups: Partners considered the needs and characteristics of the young people for whom the games would be developed.
4. Learning objective identification: The development process established different entrepreneurial competences and learning themes to be addressed by the games.
5. Exploration of game mechanics: Project participants played and analysed existing educational and recreational board games to identify potentially useful mechanics and design approaches.
6. Educational game prototyping: The partner organisations developed original game concepts and prototypes addressing the selected learning objectives.
7. Transnational playtesting: Game prototypes were tested by consortium members to examine their mechanics, educational relevance and practical functionality.
8. Feedback and iteration: Partners exchanged observations and recommendations, using the results of playtesting to improve the games.
9. Local testing: The development process included further testing within partner organisations’ educational contexts and target groups.
10. Production of printable games: The final game collection was prepared as educational materials that could be reproduced and implemented by youth organisations and educators.
11. Training of educators: A dedicated training course introduced youth workers to educational board games and methods for creating and facilitating them.
12. Dissemination and reuse: The consortium promoted the games and methodological resources through educational activities, online events and publicly accessible materials.

Educator training

The project included the international training course GAMIFY, organised in Estonia in March 2020.

The course was designed to support youth workers and educators in understanding educational board games, using them in entrepreneurship education and developing simple games for their own educational activities.

Role of the facilitator

Educators and youth workers are responsible for selecting appropriate games, explaining their educational purposes and rules, facilitating gameplay and connecting participants’ experiences with entrepreneurial concepts.

The specific educational tasks vary depending on the game: business ideation and pitching, sustainability and social impact, vocational self-discovery or the exploration of entrepreneurial competences.

Reflection and debriefing

The project documents the importance of connecting games with educational objectives and examining learning outcomes during design and testing.

However, the available public descriptions do not establish a common, standardised debriefing protocol applied consistently across all four games.

Structured reflection after gameplay would be particularly important for ensuring that participants connect game decisions with real-world entrepreneurial practices.

Methodological documentation

The consortium produced Game On: The Manual, an educational resource addressing game-based learning, entrepreneurship education, existing educational games, research findings and practical game design methods.

The manual includes seven chapters covering existing entrepreneurial board games, game-based learning, focus-group findings, game design tools and tips, testimonials, partner organisations, and supporting references and terminology.

Its methodological contribution extends beyond the four games by offering educators a transferable introduction to designing educational board games for different learning objectives.

GAME ON was implemented between 2019 and 2020 as an Erasmus+ strategic partnership involving four youth organisations from Spain, Estonia, Sweden and Greece.

The project combined research, educational board game development, international collaboration, educator training, prototype testing and dissemination.

Participating organisations

• Ticket2Europe (Spain): Project coordinator.
• Shokkin Group International (Estonia): Project partner, educational game development and dissemination.
• Awesome People (Sweden): Project partner, prototype development and transnational activities.
• Solidarity Mission (Greece): Project partner, research and educational game development.

Implementation stages

1. Kick-off meeting, March 2019: The partners met in Pontevedra, Spain, to establish responsibilities, project activities and the development schedule.
2. Research phase, 2019: Each partner conducted desk research and two focus groups exploring entrepreneurship education and educational games.
3. Second transnational meeting, July 2019: The consortium met in Tallinn, Estonia, to discuss research findings, analyse existing educational games and explore game mechanics and learning design methods.
4. Game prototyping, 2019: Partners developed initial game concepts addressing different entrepreneurial learning objectives.
5. Third transnational meeting, November 2019: Partners met in Örebro, Sweden, to present prototypes, conduct playtesting and exchange feedback.
6. Local testing and refinement: The game development process included further testing and improvement before publication of the final resources.
7. Educator training, March 2020: The GAMIFY international training course was organised in Estonia for 16 participants from the four partner countries.
8. Dissemination, 2020: Project partners organised online presentations and educational dissemination activities introducing the methodology and games.
9. Final project meeting, July 2020: The consortium conducted a final evaluation, reviewed dissemination activities and discussed the sustainability and future use of the project results.

Evaluation approach

The project used several evaluation and feedback mechanisms during its implementation.

• Prototype playtesting: Consortium members tested developing games and provided feedback on their mechanics and intended learning outcomes.
• Local testing: Partners incorporated testing and refinement activities into the development process.
• Training feedback: Educator training and dissemination activities provided opportunities to gather participants’ experiences.
• Project evaluation: The final transnational meeting included the review of evaluation forms, project reports and implementation results.
• Reflective evaluation: Project partners used a four-part evaluation matrix addressing learning achievements, positive experiences, weaknesses and recommendations for future improvements.

Reported results

• Four original educational board games were developed and disseminated.
• A methodological manual on educational board game development was produced.
• An international training course introduced 16 participants to educational board games and their application in entrepreneurship education.
• The project conducted transnational and local game-testing activities.
• Educational resources were made available through project partner dissemination platforms.
• Partners reported their intention to continue using and promoting the games after project completion.

Limitations of outcome evidence

The available documentation provides evidence of project implementation, educational resource development, playtesting and internal evaluation.

However, no independently verified experimental or quasi-experimental evaluation demonstrating improvements in entrepreneurial competences has been identified.

Standardised pre-test/post-test results, comparative control-group data, validated measures of entrepreneurial competence and long-term follow-up outcomes have not been established from the reviewed sources.

Consequently, GAME ON should be considered a documented example of implemented educational board game development, but not an intervention with independently demonstrated educational effectiveness.

GAME ON produced a collection of four original educational board games and a methodological manual designed to support entrepreneurship education and the professional development of youth workers.

The four games are listed on the Shokkin Group International educational resources website, with links to printable materials and rules.

1. Pitch Perfect

An educational board game addressing creativity, business idea development and pitching skills.

• Pitch Perfect – Printable Game Materials
• Pitch Perfect – Game Rules

2. Copper Bottomed

An educational board game focused on creating sustainable businesses and exploring their potential social impact.

• Copper Bottomed – Printable Game Materials
• Copper Bottomed – Game Rules

3. Holland’s Holiday Adventure

An educational adventure game addressing self-discovery, vocational interests and Holland’s personality and career interest model.

• Holland’s Holiday Adventure – Printable Game Materials
• Holland’s Holiday Adventure – Game Rules

4. Roads2Entrepreneurship

An educational board game exploring different dimensions of the entrepreneurial mindset through five minigames.

• Roads2Entrepreneurship – Printable Game Materials and Rules

5. Game On: The Manual

The project developed a methodological manual providing theoretical and practical guidance on educational board game development.

The manual addresses:

• Existing educational board games related to entrepreneurship.
• Principles and applications of game-based learning.
• Results of research and focus groups conducted by the project partners.
• Practical game design methods, tools and recommendations.
• Experiences and testimonials from the project consortium.
• Information about participating organisations.
• Supporting references, terminology and acknowledgements.

Game On: The Manual – Educational Board Game Development Guide (PDF)

Resource repository

Shokkin Group International – Game-Based Learning Resources

Availability and reuse

The project partner maintains a public resource page linking to the four games, their rules and the methodological manual.

The Google Drive resource links were located and their destination folders identified. However, the complete contents of individual folders and downloadable files have not been independently inspected.

The manual permits reproduction of extracts in educational activities with appropriate acknowledgement. The Shokkin Group International materials section also identifies a Creative Commons Attribution 4.0 licence for materials published on its website.

Users should verify the applicable licence and attribution requirements for each individual game before modifying or redistributing its materials.

GAME ON is a particularly relevant initiative for the European Board Game-Based Learning Observatory because educational board games constitute the central methodology and principal intellectual outputs of the project.

Unlike projects that incorporate games as occasional supporting activities, GAME ON was specifically organised around the research, design, development, testing and dissemination of educational board games.

Its main methodological contribution is the integration of entrepreneurial competence development with a structured process for creating and applying original tabletop games in non-formal youth education.

Methodological strengths

1. Central role of board games: Physical educational board games are the primary project outputs, making the initiative directly relevant to Board Game-Based Learning.
2. Clear thematic differentiation: The four games address complementary aspects of entrepreneurship rather than treating entrepreneurial competence as a single undifferentiated construct.
3. Competence-oriented design: Game topics include creativity, pitching, sustainability, self-awareness and entrepreneurial thinking, enabling educators to select activities according to specific learning objectives.
4. Research-informed development: The design process was preceded by desk research, focus groups and the analysis of existing educational games.
5. Iterative prototyping: International and local playtesting provided opportunities to review game mechanics and educational relevance before final publication.
6. Professional development: The project combined educational game production with training for youth workers, supporting the adoption of game-based methods by other organisations.
7. Open and reusable resources: The availability of printable games and instructional materials creates opportunities for implementation beyond the original consortium.
8. Transferable design knowledge: The methodological manual extends the project’s value beyond its four games by introducing educators to the process of developing educational board games.

Methodological limitations and considerations

1. Purpose-specific game design: The four games were created to address predetermined educational objectives. Their relevance and recreational appeal outside facilitated educational contexts have not been independently established.
2. Limited independent evaluation: Although development testing and internal evaluation were documented, there is insufficient public evidence to determine whether the games produced measurable improvements in entrepreneurial competences.
3. Unclear transfer of learning: Successfully completing game activities does not necessarily demonstrate the ability to apply entrepreneurial knowledge or competences in real-world situations.
4. Need for structured reflection: The relationship between gameplay, educational objectives and subsequent learning depends partly on facilitation and debriefing. A common debriefing protocol across all four games has not been established from the reviewed documentation.
5. Heterogeneous game designs: The four games address different objectives and use different formats, making their educational mechanisms and learning outcomes difficult to compare without a shared evaluation framework.
6. Resource maintenance: Although the partner’s resource repository remains accessible, the original project website is no longer reliably available, illustrating the importance of long-term preservation of Erasmus+ educational outputs.

Connection with modern Board Game-Based Learning

GAME ON represents the development of custom-designed educational board games rather than the educational adaptation of existing commercial board games.

This distinction has important methodological implications.

Custom-designed educational games offer the advantage of aligning learning objectives, game content and activities from the beginning of the design process.

However, games developed primarily for educational purposes may depend on facilitation and external learning objectives to justify their use, particularly when their intrinsic recreational value has not been independently assessed.

By contrast, adapting existing modern commercial board games can take advantage of established game mechanics, player engagement and recreational value, although the alignment with specific learning outcomes requires careful educational adaptation.

These approaches should be considered complementary rather than mutually exclusive.

Implications for educational practice

The project offers a useful example of how entrepreneurial competences can be distributed across different game experiences.

For future BGBL initiatives, its methodology could be strengthened through:

• Explicit mapping of individual game mechanics to intended learning outcomes.
• Standardised facilitator guides and structured post-game reflection.
• Assessment of specific entrepreneurial competences before and after gameplay.
• Comparison with other active learning approaches.
• Documentation of gameplay duration, participant profiles and implementation conditions.
• Investigation of whether the games remain engaging and meaningful outside their original educational contexts.

Overall assessment

GAME ON is a strong example of European cooperation centred on the development of educational tabletop games for entrepreneurship learning.

Its four identifiable games, documented design process, educator training activities and methodological resources make it a valuable contribution to the European BGBL Observatory.

The project provides convincing evidence of educational game development and implementation, although its effectiveness in improving entrepreneurial competences remains insufficiently established through independently validated evaluation data.