Purpose This study aims to find empirical evidence on how video games can foster innovation skills and change perceptions about entrepreneurship and general aspects related to the industry in Colombia while innovative pedagogical processes in teaching entrepreneurship in higher education. Design/methodology/approach Based on design-based research, serious games (SGs), entrepreneurial education and the innovator DNA framework, the authors collected data from undergraduate students enrolled in two online entrepreneurship courses at a Colombian university. One course is used as a treatment group where students play a video game created for the purpose of this research while the other group is used as control where traditional learning activities are performed. A self-reported method was used on the perceptions of the students after participating in the activities through questionnaires to find differences between the mean scores reported by both groups. Findings The results indicate that students who participated in the video game reported a higher fostering of their innovation skills and a broader change in their perception of entrepreneurship and aspects related to the coffee industry, in contrast to the students of the control group. Originality/value Using a video game created by EAFIT University in Colombia, this study responds to an identified need for studying the adequate use of SGs in online class contexts and the need of fostering both innovation skills and positive perceptions on entrepreneurship among students.

Innovation is quite important for economies and entrepreneurs around the world, especially for developing countries such as Colombia, where this study was based. Therefore, education for innovation becomes as important, and newer and innovative educational means must be adjusted for developing skills in innovation and entrepreneurship. Innovator’s DNA is a framework of skills that are meant to be developed by innovators. This framework proposes five discovery skills, which are: observing, associating, experimenting, networking, and questioning. This paper studied whether and how videogames can develop innovators’ skills in students of entrepreneurship and innovation in online-learning environments, by directly observing the participation of 23 participants during an interaction with a game specifically tailored for fostering these skills. The videogame used is called CAFET, and it consists of a card-based game where players enact coffee industry entrepreneurs in Colombia. A mixed-methods research was carried out by coding each observable action conducted by the participants and interviewing them about their behaviors. Results showed that participants enact actions that may involve and develop innovator’s DNA skills, specifically observing, associating, and experimenting. This study analyzed how videogames can develop innovation skills and explains the behaviors observed among other insights.

Hasta el día de hoy, se ha venido presentando una motivación académica importante por comprender las relaciones causales para hacer inferencia estadística robusta. No obstante, es muy común enfrentarse a problemas de endogeneidad y en la práctica encontrar instrumentos suele ser complejo. Aunque la endogeneidad puede deberse a diferentes mecanismos de interacción y relaciones entre los regresores y las variables respuesta con el error, el efecto que causa es la inconsistencia en la estimación, lo que significa que los resultados no están respondiendo de forma adecuada a resolver el problema propuesto. Parte de allí entonces, la motivación de investigaciones y metodologías que buscan corregir la endogeneidad sin recurrir al uso de instrumentos externos. En este documento de trabajo, se parte por considerar que la inconsistencia se debe a un error de medida en la variable endógena, y se exploran mecanismos de solución para corregir el sesgo. Dada la naturaleza de los datos la metodología elegida es la propuesta por Lewbel (1997). Finalmente, se realiza una aplicación a un ejercicio empírico empleando las bases de datos provistas por Stock and Watson (2007), concluyendo con la solución a los problemas de endogeneidad y la diferencia existente entre la solución encontrada en la investigación y otros estudios econométricos.

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