Current higher education focuses on a teacher centered pedagogy where students benefit but are not the primary consideration for learning. Conversely, experiential learning focuses on students in the learning process. This is done through a socialized and personalized environment that can be implemented through the application of games-based learning. This study seeks to answer how undergraduate students at a small liberal arts college explain and make sense of game play in an academic setting. 12 currently enrolled students at a small liberal arts college form the basis of this games-based learning study implemented through the application of experiential learning theory (ELT). Interpretative phenomenological analysis (IPA) was applied as a qualitative inquiry approach in understanding the meaning making process of participants. Data analysis prioritized the extraction of meaning making through use of the double hermeneutic model. Findings indicate that students' meaning making through game play was highly contingent on the structure of the game, opportunities for self-determination, social interaction with other players, and strategic reasoning in the game environment. Conclusions demonstrate that games-based learning to be relevant and applicable form of experiential learning. The study's findings serve to inform faculty, student affairs, and higher education professionals to the application of this pedagogy with recommendations for practice and future research discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]