Using experiential learning principles has a long tradition within engineering education, but often these principles have been one-of-a-kind games specifically designed either for a specific problem (like the different games on understanding and managing the bullwhip effect) or for a specific course. There is hardly any doubt that many of these games are good for nurturing the learning processes and contribute to the development of critical thinking skills among the students, but games age, are expensive in their development and often more a full-working prototype that is depending on one specific developer and designer, who might leave the university. Commercial-Off-The-Shelf games seem therefore to be an option to investigate. As commercial games they are often more robust and regularly maintained. Furthermore, often the GUIs are more attractive since more attention can be paid to this field. However, they are not targeted towards a specific course’s intended learning outcomes. This paper reports on the reflection we have on how to overcome challenges and improve the learning process of students at bachelor and master levels at three different universities during the last 2.5 years.