BSG - A Serious Game Tool to Improve Student’s Self-efficacy, Motivation, and Engagement in Entrepreneurship

Dharmawan, Budi; Rosyad, Anisur; Silitonga, Lusia Maryani; Mandamdari, Alpha Nadeira; Sunendar,; Zulkifli, Lufti; Wu, Ting‐Ting

doi:10.1007/978-3-031-15273-3_45

Cited by 3 publications

(3 citation statements)

References 25 publications

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“…Indeed, more recently, scholars have underlined the relevance of focusing on moral interventions in order to promote "clean sport behavior" (e.g., to not use doping [28]). However, the proposed intervention was not sufficient to have a significant impact on increasing self-regulatory efficacy as regards resisting social pressure towards the use of substances, as shown in similar research studies undertaken in different contexts [29]. In order to obtain a change in a psychological construct that strongly depends on social aspects, it could be necessary to emphasize social skills, and to consider dealing with assertiveness and/or self-esteem.…”

Section: Discussionmentioning

confidence: 91%

“I Am on Top!”: An Interactive Intervention Program to Promote Self-Regulation Processes in the Prevention of the Use of Doping in Sports High Schools

Galli,

Chirico,

Codella

et al. 2023

EJIHPE

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The use of substances to improve sports performance is a widespread phenomenon among adolescents. Several anti-doping programs have been developed, mainly based on knowledge-based evidence. The main aim of the present study was to implement an anti-doping intervention in sports high school students, based on a psychological framework, such as Socio-Cognitive Theory, through the development of a Serious Game (SG), i.e., digital learning based on the game. The experimental design included an intervention group (n = 167; F = 37.7%; Meanage = 17.5 years; SD = 0.58) and a control group (n = 112; F = 42%; Meanage = 17.6; SD = 1). Both of the groups completed the same questionnaire on two different occasions (i.e., time 1 and time 2) for measuring doping intention, self-regulatory efficacy to resist social pressure for the use of substances, moral disengagement, and doping knowledge. Data were analyzed through repeated measures of Group X Time ANOVA, demonstrating some degree of efficacy of the intervention, in particular in terms of the decrease in doping intention and the strengthening of doping knowledge. Moreover, the study demonstrated that the score obtained during the implementation of the SG could partially represent a coherent measure of the participants’ beliefs regarding doping. These results could be considered a starting point for future research to better develop technological anti-doping interventions.

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Section: Discussionmentioning

confidence: 91%

“I Am on Top!”: An Interactive Intervention Program to Promote Self-Regulation Processes in the Prevention of the Use of Doping in Sports High Schools

Galli,

Chirico,

Codella

et al. 2023

EJIHPE

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show abstract

“…More recent examples within academia include SimVenture (simventure.com) and MarkStrat (stratxsimulations.com). Whilst digital business simulation games (BSGs) are reported to contribute positively to entrepreneurial education (Costin et al, 2018;Dharmawan et al, 2022;Ferro et al, 2022), research by Rogmans and Abaza (2019) found that students were more likely to engage in traditional case study exercises than in BSGs due to the complexity of their delivery causing barriers to participation. There are also institutional barriers to adopting BSGs due to the cost incurred through software licencing agreements and the training required for the facilitators.…”

Section: Introductionmentioning

confidence: 99%

“…Whilst digital business simulation games (BSGs) are reported to contribute positively to entrepreneurial education (Costin et al. , 2018; Dharmawan et al. , 2022; Ferro et al.…”

Section: Introductionmentioning

confidence: 99%

Creating experiential learning opportunities in enterprise education: an example of a facilitator-led business simulation game in a taught setting

Heyworth-Thomas

2023

JWAM

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PurposeSimulation in education has been well documented. Business simulation games (BSGs) are often digital and run by a third-party provider. This can create barriers to engagement from educator and student perspectives. This paper explores a facilitator-led BSG, posing the question: can facilitator-led BSGs provide practical experiential learning experiences within a taught setting.Design/methodology/approachExploratory inductive research recruited a sample of 45 student participants, an external examiner and a module leader. Qualitative data were collected using focus group discussion, participant obsession and facilitator reflection. Mixed-method feedback forms were also used.FindingsThe facilitator-led BSG offered a flexible approach to challenge or problem-based learning, experiential learning, collaborative learning and critical reflection. Student feedback was positive, and there was an increase in engagement within all elements of the module.Originality/valueThis paper presents a case study example of the implementation of a facilitator-led BSG, providing an alternative solution for teaching practitioners to structured simulations run by third-party hosts. This paper highlights a flexible approach to student-centric experiential and challenging learning through enterprise education within small-group settings. There are opportunities for further evaluation and exploration of the notion, which can be developed from this paper in future works.

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“I Am on Top!”: An Interactive Intervention Program to Promote Self-Regulation Processes in the Prevention of the Use of Doping in Sports High Schools

Galli,

Chirico,

Codella

et al. 2023

Preprint

View full text Add to dashboard Cite

The use of substances to improve sports performance is a widespread phenomenon among adolescents. Several anti-doping programs have been developed, mainly based on knowledge-based evidence. The main aim of the present study was to implement an anti-doping intervention in sports high school students, based on psychological framework, such as Socio-Cognitive Theory, through the development of a Serious Game (SG), i.e., a digital learning based on the game. The experimental design included an intervention group (n=167; F=37.7%; Meanage=17.5 years) and a control group (n=112; F=42%; Meanage=17.6). Both of groups completed the same questionnaire in two different occasions (i.e., time 1 and time 2), for measuring doping intention, self-regulatory efficacy to resist social pressure for the use of substances, moral disengagement, and doping knowledge. Data were analyzed through repeated measures of Group X Time ANOVA, demonstrating some degree of efficacy of the intervention, in particular, in terms of decrease of doping intention and the strengthening of doping knowledge. Moreover, we demonstrated that the score obtained during the implementation of the Serious Game partially could represent a coherent measure of the participants’ beliefs regarding doping. These results could be considered a starting point for future research to better develop technological anti-doping interventions.

show abstract

BSG - A Serious Game Tool to Improve Student’s Self-efficacy, Motivation, and Engagement in Entrepreneurship

Cited by 3 publications

References 25 publications

“I Am on Top!”: An Interactive Intervention Program to Promote Self-Regulation Processes in the Prevention of the Use of Doping in Sports High Schools

“I Am on Top!”: An Interactive Intervention Program to Promote Self-Regulation Processes in the Prevention of the Use of Doping in Sports High Schools

Creating experiential learning opportunities in enterprise education: an example of a facilitator-led business simulation game in a taught setting

“I Am on Top!”: An Interactive Intervention Program to Promote Self-Regulation Processes in the Prevention of the Use of Doping in Sports High Schools

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