The Impact of Gamification on Entrepreneurial Intention in a Brazilian Technical Business School

Melo, Felipe Luiz Neves Bezerra de; Soares, Ana Maria Jerônimo; Sampaio, Luciano Menezes Bezerra; Lima-de-Oliveira, Renato

doi:10.1590/1807-7692bar2023210033

Cited by 5 publications

(2 citation statements)

References 67 publications

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“…Nesta discussão acadêmica sobre a possibilidade de utilização da gamificação em diferentes países, especialmente em regiões menos desenvolvidas, o estudo de Melo et al (2023), realizado com dados do Brasil, apresenta evidências de que essa abordagem é uma estratégia eficaz para estimular a formação da intenção empreendedora dos estudantes. Embora esse estudo não tenha sido incluído nesta revisão, pois foi publicado posteriormente à realização das buscas para esta pesquisa (agosto de 2022), ele se enquadra na avaliação da utilização de dinâmicas de jogos para a EE no ensino médio técnico brasileiro.…”

Section: Análise Descritiva Dos Resultadosunclassified

“…Adicionalmente, embora este estudo tenha ressaltado a necessidade de mais pesquisas no campo da educação básica, profissional e tecnológica de nível médio (Melo et al, 2023), é sugerido que estudos futuros também se concentrem no conceito de aprendizado ao longo da vida (Lifelong learning). Tendo em vista o crescente interesse por jogos na sociedade moderna, essa Pesquisas no contexto da América Latina.…”

Section: Contextounclassified

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Gamificação no ensino de empreendedorismo: Uma revisão sistemática da literatura e agenda de pesquisa futura

Soares,

Melo,

Dantas

et al. 2024

REGEPE Entrep. and Small Bus. J.

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Objetivo: Este estudo busca compreender como pesquisadores têm abordado a gamificação no ensino de empreendedorismo e, a partir dessa análise, propor direções para pesquisas futuras por meio da sistematização de Teorias, Contextos, Características e Metodologias (Framework TCCM). Metodologia: O protocolo Preferred Reporting Items for Systematic Review and Meta-analyses (PRISMA) foi utilizado para a revisão sistemática em oito bases de pesquisa (Web of Science, Science Direct, Scopus, Springer, Emerald, Wiley, Sage e Taylor & Francis). Foram incluídos 33 estudos empíricos, publicados entre 2017 e 2022. Principais Resultados: A maioria das pesquisas não explorou uma variedade de teorias existentes, como a Teoria do Comportamento Planejado. Ademais, os trabalhos se concentram no ensino superior, havendo uma lacuna no contexto do ensino fundamental e médio. Sugere-se que as amostras sejam balanceadas por gênero, análises com métodos mistos, estudos experimentais e longitudinais. Contribuições: O estudo contribui com a literatura ao compilar as principais abordagens adotadas na educação empreendedora gamificada. Ademais, propõe uma agenda de pesquisa a partir das lacunas na literatura. Relevância e originalidade: a pesquisa adota uma abordagem conjunta dos protocolos PRISMA e TCCM, avançando além da mera descrição de resultados, com o intento de fundamentar uma agenda de pesquisa propositiva para a comunidade acadêmica de empreendedorismo. Contribuições gerenciais e sociais: a identificação de melhores práticas para a aplicação da gamificação no ensino de empreendedorismo - o design de jogos e a seleção de objetivos de aprendizagem - fornece insights para os educadores, formuladores de políticas públicas, instituições de fomento ao empreendedorismo e programas corporativos.

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Section: Análise Descritiva Dos Resultadosunclassified

Section: Contextounclassified

Gamificação no ensino de empreendedorismo: Uma revisão sistemática da literatura e agenda de pesquisa futura

Soares,

Melo,

Dantas

et al. 2024

REGEPE Entrep. and Small Bus. J.

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The effect of game-based learning on the development of entrepreneurial competence among higher education students

Daniel,

Negre,

Casaca

et al. 2024

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PurposeThe present study’s goal is to assess the effect of a serious game on the development of entrepreneurial competence, self-efficacy and intention and thereby contribute to clarifying the usefulness of this approach in entrepreneurship education.Design/methodology/approachThe study sample and method included 76 graduate students, selected through a convenience sampling technique and collected through a self-administered questionnaire. To examine the impact of the gaming session, a pre-test post-test design approach was employed. Consequently, all students completed a survey both at the beginning and end of the gaming session.FindingsOur study found that game-based learning effectively enhances students' entrepreneurial competence, particularly in areas like generating ideas, managing resources and taking action, while also boosting self-efficacy. However, it didn't significantly impact entrepreneurial intentions. The effectiveness depends on students' prior gaming experience, especially in resource management and taking action. Additionally, it positively influences women's self-efficacy more than men. The field of study also plays a role, with design students showing notable development in idea generation, entrepreneurial intentions, and self-efficacy. Overall, game-based learning is a valuable tool for entrepreneurship education, but its effects vary based on prior experience, gender and field of study.Research limitations/implicationsSeveral limitations of the study should be considered. First, the small sample size acquired through convenience sampling and the potential for social response bias, even with respondent anonymity, could limit the generalizability of the study's findings. Second, the study recognizes that the effectiveness of a serious game is greatly influenced by the game's design, making findings from studies with different game-based learning approaches potentially different. Lastly, the impact of student interactions during the game session was not evaluated.Practical implicationsThe study's practical implications are significant. It demonstrates the effectiveness of game-based learning in cultivating entrepreneurial competence and self-efficacy, particularly benefiting women and design students. These findings emphasize the importance of integrating serious games (SG) into entrepreneurship education to nurture vital entrepreneurial competences essential for students' career development as entrepreneurs or employees. The study encourages the development of SG tailored for use in entrepreneurship classes. Additionally, it underscores the need to educate educators about the advantages of incorporating game-based learning into their teaching strategies, offering a practical pathway to enhance entrepreneurship education and better prepare students for the modern job market.Social implicationsThe study's social implications are substantial. It highlights the effectiveness of game-based learning in nurturing entrepreneurial competence and self-efficacy, particularly benefiting women and design students. This underscores the importance of integrating Serious Games (SG) into entrepreneurship education, emphasizing the need for more SG tailored for use in entrepreneurship classes. Furthermore, it calls for increased awareness among educators about the advantages of incorporating game-based learning into their teaching methods. Ultimately, these findings have the potential to positively impact students' career development, whether as entrepreneurs or employees, by equipping them with crucial entrepreneurial skills.Originality/valueThis study brings a novel perspective in three distinct ways. Firstly, it centers on the pivotal entrepreneurial competences outlined in the EntreComp framework by the European Commission, addressing the challenge of identifying which competences are most relevant for entrepreneurial education. By doing so, it ensures a focus on competence areas critical for entrepreneurs, such as ideas and opportunities, resources, and action. Secondly, it explores the impact of game experience on the development of entrepreneurial competences, entrepreneurial intention, and self-efficacy, a relationship hitherto unexplored. Thirdly, the study examines how students' demographic and contextual characteristics influence the development of entrepreneurial competence, intention, and self-efficacy through a game-based learning approach. These unique perspectives contribute valuable empirical data to both theory and practice in the field of entrepreneurship education.

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Gamification in entrepreneurship education: A systematic literature review and future research agenda

Soares,

Melo,

Genuino

et al. 2024

REGEPE Entrep. and Small Bus. J.

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Objective: This study aims to understand how researchers have approached gamification in entrepreneurship education and, based on this analysis, propose directions for future research through the systematization of Theories, Contexts, Characteristics, and Methodologies (TCCM Framework). Methodology: The Preferred Reporting Items for Systematic Review and Meta-analyses (PRISMA) protocol was used for the systematic review in eight research databases (Web of Science, Science Direct, Scopus, Springer, Emerald, Wiley, Sage, and Taylor & Francis). 33 empirical studies published between 2017 and 2022 were included. Main results: Most of the research did not explore a variety of existing theories, such as the Theory of Planned Behavior. Additionally, the works focus on higher education, with a gap in the context of primary and secondary education. It is suggested that samples be gender-balanced, mixed-method analyses, experimental and longitudinal studies. Contributions: The study contributes to the literature by compiling the main approaches adopted in gamified entrepreneurship education. Additionally, it proposes a research agenda based on gaps in the literature. Relevance and originality: This research adopts a joint approach of the PRISMA and TCCM protocols, advancing beyond the mere description of results, with the intent of grounding a proactive research agenda for the entrepreneurship academic community. Managerial and social contributions: The identification of best practices for the application of gamification in entrepreneurship education - game design and selection of learning objectives - provides insights for educators, policymakers, entrepreneurship support institutions, and corporate programs.

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The Impact of Gamification on Entrepreneurial Intention in a Brazilian Technical Business School

Cited by 5 publications

References 67 publications

Gamificação no ensino de empreendedorismo: Uma revisão sistemática da literatura e agenda de pesquisa futura

Gamificação no ensino de empreendedorismo: Uma revisão sistemática da literatura e agenda de pesquisa futura

The effect of game-based learning on the development of entrepreneurial competence among higher education students

Gamification in entrepreneurship education: A systematic literature review and future research agenda

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