Entrepreneurial identity formation during the initial entrepreneurial experience: The influence of simulation feedback and existing identity

Abstract

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Real World Learning: Simulation and Gaming

“…Simulations and games have become increasingly popular methods of teaching and learning within the Higher Education sector over recent years (Lean, Moizer, & Warren, 2015;Moizer & Lean, 2010). They have been used in subject areas as diverse as entrepreneurship (Newbery, Lean, Moizer, & Haddoud, 2018), history (McCall, 2016) and nursing (Koivisto et al, 2018). Simulations and games enable the learner to gain insight into real world situations in an authentic and engaging way without the need to leave the classroom.…”

Cultural influences moderating learners’ adoption of serious 3D games for managerial learning

“…The transformative role of information technology in delivering business management courses has been covered quite extensively in the literature of management education (Daspit and D'Souza, 2012, Geddes, 2009, Mustar, 2009, Whitaker,New and Ireland, 2016, Alavi,Yoo and Vogel, 1997, Lee and Choi, 2011, Lee,Choi and Kim, 2013, Arbaugh,DeArmond and Rau, 2013, Phan,Siegel and Wright, 2009 with research themes revolving around topical issues such as blended and technology enhanced learning (Whitaker,New and Ireland, 2016, Alavi,Yoo and Vogel, 1997, Neville,Heavin and Walsh, 2005, Kawalek and Hart, 2007, and computer-based simulation games (Pasin and Giroux, 2011, Salas,Wildman and Piccolo, 2009, Viswanath Venkatesh and Bala, 2008, Visawanath Venkatesh and Speier, 2000, Siemer and Angelides, 1997. Serious games, which represent the constructivist approach to learning or 'learn by doing' (David Kolb, 1984) are computer-based simulation games but unlike traditional computer-based educational games where the main focus is on enhancing engagement and edutainment, serious games are used in professional practice and corporate training interventions to help learners and trainees acquire and develop practical, transferable skills and knowledge (Newbery,Lean and Moizer, 2016, Bridget and Andrea, 2011, Salas,Wildman and Piccolo, 2009, Newbery et al, 2018.…”

“…The virtues of serious simulation games include: imparting theory and practice by providing learners with an authentic learning experience; a risk-free learning environment for where learners evaluate and experience real-life situations without worrying about consequences of any actions or decisions they make (Salas,Wildman and Piccolo, 2009, Hainey et al, 2011, Murnane and Browne, 2016, Allal-Chérif and Makhlouf, 2016, Newbery et al, 2018. Some critics of serious games highlighted the andragogical barriers to serious games adoption.…”

Level of Readiness to Become Entrepreneurs among Lifelong Learning Programmes Participants in Malaysian Community Colleges

“…Hence, the findings of the researcher are at moderate that consist of interest and motivation due to the government's policies to introduce entrepreneurship education to students aged 15 years old. This statement is supported by Newbery, Moizer and Haddoud (2018) who indicate that the level of learning and education will influence entrepreneurship development stages. This is in line with the statement by Nabi et al (2017) which state that entrepreneurial education is a lifelong learning process ranging from primary to tertiary education.…”