Driven by the need to provide more hands-on opportunities to computing students, educational digital and non-digital games have been used as an instructional strategy for teaching Software Project Management (SPM). However, a question that arises is to which regard the expected benefits of these games are real. Thus, the objective of this study is to analyse the benefits of digital and non-digital games used for SPM education in order to evaluate their quality in terms of player experience and perceived learning adopting the MEEGA+ evaluation model. The analysis is based on data collected from 27 case studies, evaluating 11 different SPM games, involving a population of 562 students. Results provide evidence that both digital and non-digital games contribute positively to the students' perceived learning, as well as to social interaction, being considered relevant to students' learning, and promoting fun. A slightly higher usability degree was observed with respect to digital games due the easiness to learn how to play the games. On the other hand, a slightly more positive evaluation of the achievement of the learning objectives of non-digital games has been observed. The results of this study may guide instructors in the selection of games as an instructional strategy for SPM education and/or game creators with respect to aspects to be considered in the development of new educational games in order to maximize their benefits and continuous improvement.