This study examines the effectiveness of a game-based metaverse platform in enhancing learning outcomes in economics education. Students were virtually transported back to the Great Depression within the metaverse. System data and self-assessment surveys assessed aspects such as ease of use and perceived usefulness for learning, evaluating their impact on student performance and their intent to use the metaverse for future learning. These measures also captured students' reported interest and enjoyment, gauging their engagement levels. According to self-assessment surveys, students found the metaverse platform engaging, relevant, vivid, and social, highlighting the successful integration of pedagogy and technology. The study's results are supported by regression analysis, which demonstrated a strong positive relationship with an R[superscript 2] of 0.853, indicating that a significant proportion of variance in student engagement can be explained by the aesthetics of the metaverse platform and the interest it generated. Challenges such as technical issues and varying learning efficiencies were also noted. Overall, the study highlights the potential of game-based learning environments and virtual reality in economics education to foster student engagement and promote the adoption of innovative learning systems. [For the complete proceedings, see ED672804.]