Gamification of Entrepreneurship Education

Isabelle, Diane A.

doi:10.1111/dsji.12203

Cited by 62 publications

(78 citation statements)

References 41 publications

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“…Moreover, participating in gaming has enhanced the students' critical thinking which is also supported by scholars who evaluated the learning modules based on interactive gaming and learning materials (e.g. Huang and Yeh 2017;Isabelle 2020;Rosli et al 2019).…”

Section: Negotiation Process and Critical Thinkingmentioning

confidence: 89%

“…Torres-Toukoumidis et al ( 2019 ) noted the importance of preparing a learning platform with gamification in the context of selecting for entrepreneurial competences. Isabelle ( 2020 ) further discussed the impact of gamification from an entrepreneurial education perspective, while also noting that supportive decision-making should also be analysed and evaluated. This discussion reveals that it would be good practice to launch an online gamification learning measure, as this is likely to have a supportive technological impact on entrepreneurial education and enable the development of actionable implications for pedagogical stakeholders and researchers.…”

Section: Interactive Learning Based On a Virtual Settingmentioning

confidence: 99%

“…Therefore, as Zhang and Price (2020) proposed that pedagogical alignment is key to entrepreneurship education, and gamification has been acknowledged for its potential in enhancing learners' performance and nurture their entrepreneurial competence with well-balanced alignment with other teaching modules (e.g. Aries et al 2020;Isabelle 2020;Kariv et al 2019).…”

Section: Gamification and Entrepreneurship Educationmentioning

confidence: 99%

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Entrepreneurship education at universities: challenges and future perspectives on online game implementation

Takemoto

2021

Entrep Educ

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The study explored the challenges and potential of online gamification to develop actionable recommendations for entrepreneurship pedagogy in the phase of ‘new normal’. This study applied an experimental game which the authors developed, and a mixed method was applied to the data sets collected from the students: an open-ended survey of 91 students and in-depth interviews with 23 students. It has been found that the students perceiving activities with gamifications are good learning stimuli in entrepreneurial classrooms as a first step; then, they found it effective to learn and deepen their understanding of theories and models as a second step after the gaming activities, which is a reverse approach from a traditional business education approach. Gamification enables students to think critically on game scenarios via participation in gamifications, which can be strengthened and embedded in their mind by theoretical learning which follows the gaming activities. The findings of the study provide a practical guidance for entrepreneurship pedagogists with ‘activities first’ which will be followed by theoretical learning.

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Section: Negotiation Process and Critical Thinkingmentioning

confidence: 89%

Section: Interactive Learning Based On a Virtual Settingmentioning

confidence: 99%

Section: Gamification and Entrepreneurship Educationmentioning

confidence: 99%

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Entrepreneurship education at universities: challenges and future perspectives on online game implementation

Takemoto

2021

Entrep Educ

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“…If students are not participatory and an educative environment does not arise naturally, it is necessary to create more interesting learning modules. Many researchers have already investigated various forms of education that have used games (Bai et al, 2020;Isabelle, 2020;Ofosu-Ampong, 2020).…”

Section: Figure 2 a Virtual Learning Platform With Mmo In The Classroommentioning

confidence: 99%

Is Gamification a Magic Tool?: Illusion, Remedy, and Future Opportunities in Enhancing Learning Outcomes during and beyond the COVID-19

Oe¹,

Takemoto²,

Ridwan³

2020

birle, budapest. internation. research. and. critic. in. lingui

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Gamification in education has been discussed with potential for further implementation at universities; however, practical suggestions concerning which key issues educators need to consider has far not been shared in academia. This study applied a qualitative approach using interview data with 24 students who participated in the business class with games as learning measures. It has found that most of them believed that gamification could be useful in reinforcing key themes and topics after having learnt them through traditional means: They appreciated the games as a supportive measure to ‘glue’ key knowledge to their learning. A significant drawback that they emphasised was that taking notes is not easy while they are involved in games, which made them unconfident and uncertain about the learning outcome. As a result, a conceptual framework for pedagogy stakeholders was proposed for further discussion of how to design a gamification-based curriculum effectively.

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“…The approach is thought to resonate with millennial students (Poole et al, 2014) and, more recently, has been shown to increase student engagement (e.g., Dias, 2017). It has been used to teach concepts in data systems (Yang & Guo, 2020), learning curves (Robbins, 2019), entrepreneurship (Isabelle, 2020), transportation (Rossetti, 2018), customer experience quality (Paul & Ponnam, 2018), and externalities (Giraud-Carrier & Schmidt, 2015), among others. What are game elements?…”

Section: Game Elements In Pblmentioning

confidence: 99%

Assessing a novel problem‐based learning approach with game elements in a business analytics course

Bayley

Wheatley

Hurst

2021

Decision Sci J Innov Edu

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Business education has traditionally relied on case-based learning as its main form of active learning. However, this method is not always appropriate in introductory undergraduate business analytics courses, which require students to first master analytical techniques, best taught through examples of numerical problems. Building on established problem-based learning (PBL) pedagogy, we propose a new approach in which students solve well-structured problems in a gamified environment. The learner is challenged to solve a series of numerical problems at their own pace in a self-directed manner. The series of problems are designed such that the student must find the correct solution to the first problem to unlock and progress to the next problem, and so on. To assess our method, both student outcomes and experience were evaluated in a controlled study that compared it to traditional lecturing. While student outcomes were similar, students perceived traditional lectures as more effective. Our results indicate that the game elements in our approach did not sufficiently increase student engagement to counteract negative student perceptions of PBL, which are well-documented in the literature. We conclude with a discussion of advantages and drawbacks of this new approach, considerations for adapting it to virtual settings, and opportunities for expanding game elements to increase student engagement.

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Gamification of Entrepreneurship Education

Cited by 62 publications

References 41 publications

Entrepreneurship education at universities: challenges and future perspectives on online game implementation

Entrepreneurship education at universities: challenges and future perspectives on online game implementation

Is Gamification a Magic Tool?: Illusion, Remedy, and Future Opportunities in Enhancing Learning Outcomes during and beyond the COVID-19

Assessing a novel problem‐based learning approach with game elements in a business analytics course

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