Gamification has emerged as a compelling strategy in entrepreneurship education, aiming to foster engagement, critical thinking, and practical skill development. This paper presents a quantitative evaluation of the Entrepreneurship Training Programme (ETP) International Edition, developed within the Game it Away! project, co-funded by the Erasmus+ Programme. This interdisciplinary, micro-credentialed training programme employs a game-based learning methodology to cultivate entrepreneurial competencies, by aligning the definition of the ETP Intended Learning Outcomes (ILOs) with the EntreComp Framework. Conducted at the University of Aveiro, the programme involved graduate and postgraduate students from diverse disciplines and nationalities, guided by trained facilitators with diverse academic backgrounds and training experience, through hands-on and learner-centered modules, culminating in a team-based Game Jam challenge.

To assess the effectiveness of the pedagogical approach, structured surveys were administered to both students (n=18) and facilitators (n=8), capturing their perceptions across key dimensions: engagement, learning outcomes, teamwork, instructional materials, feedback mechanisms, and overall programme satisfaction. An initial comparison of the feedback from students and facilitators suggests broad alignment in positive perceptions of key programme elements such as engagement, teamwork, and interdisciplinary collaboration. Both groups highlighted the experiential value of hands-on game development and the collaborative dynamics fostered by the programme structure. At the same time, early observations point to some differences in perceptions related to feedback mechanisms, resource accessibility, and team coordination. These areas will be examined further in the next stages of analysis to better understand their impact on the learning experience.

While these preliminary findings are not yet conclusive, they suggest the potential of game-based learning to foster entrepreneurial mindsets through immersive, interdisciplinary approaches. The forthcoming comparative analysis will provide deeper insight into how different participant roles influence perceptions of effectiveness, and how this can inform the refinement of such programmes. In particular, the results are expected to offer valuable guidance for enhancing curriculum design, facilitator training, and the implementation of structured feedback and assessment mechanisms in similar educational contexts.

Keywords: Game-Based Learning, Entrepreneurship Education, Comparative Analysis, Interdisciplinary and International Training.