In this research, the authors introduce Second Life in undergraduate marketing courses to evaluate its impact on learning. Following the principles of active learning, they conducted two studies (“observing-reflection” and “observing-doing-reflection”) in which a total of 201 marketing students participated. Findings show that students who feel Second Life is more game-like and easy to use report greater effectiveness of learning. When “doing” is incorporated in learning activity, enjoyment and learning outcomes improve significantly.