Gamification to enhance engagement and higher order learning in entrepreneurial education

Lyons, Roisin; Fox, Grace; Stephens, Simon

doi:10.1108/et-05-2022-0204

Cited by 10 publications

(10 citation statements)

References 61 publications

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“…Future research would also benefit from exploring students' perceptions of newer selections tests such as gamification methods (e.g. Lyons et al ., 2023) and obtaining objective outcome measures such as students' completion of embedded careers courses and their future success in obtaining graduate work. If embedded careers courses are indeed effective in helping students obtain graduate work (e.g.…”

Section: Discussionmentioning

confidence: 99%

University students' perceptions of graduate employer selection tests

Quigley,

Smith,

Stocker

et al. 2023

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PurposeThe purpose of the current study was to examine university students' knowledge, confidence and experience of popular graduate employer selection tests.Design/methodology/approachA cross-sectional self-report survey was administered to gather a sufficient number of quantitative responses from undergraduate students. A total of 241 students completed the survey with most of them being psychology students from Swansea University. Four key variables were examined: (1) students' experience, (2) confidence and (3) knowledge of selection tests and (4) their desire for more information about selection tests as part of their degree. An audit of selection tests used by the Times Top 100 graduate employers was also conducted.FindingsStudents tended to misjudge how often selection tests were used by employers, and generally lacked experience with these tests. Students' confidence in completing each test varied as a function of the selection test; however, prior experience with these tests positively predicted confidence. Additionally, over 70% of students reported a desire for further information about selection tests as part of their degree.Practical implicationsThese novel findings suggest that students could benefit from further information about selection tests as part of their degree programme which would be of benefit to both students and universities.Originality/valueThese findings are, to the authors knowledge, the first to explicitly assess second- and third-year undergraduate students' knowledge, experience and confidence with popular graduate employer selection tests and demonstrate that students would like more information about these tests on their programme.

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Section: Discussionmentioning

confidence: 99%

University students' perceptions of graduate employer selection tests

Quigley,

Smith,

Stocker

et al. 2023

View full text Add to dashboard Cite

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“…Training potential entrepreneurs requires motivation, realistic experiences, continuous feedback, experiential learning, risk tolerance, and reduced fear of failure (Goi, 2023;He et al, 2023;Lyons To meet these criteria, teaching entrepreneurship can be based on innovative educational approaches that use games and their elements to encourage participation and engagement (Blass & Tolnai, 2022;Hu, 2020;Kulpa, 2017;Muriel & Crawford, 2020).…”

Section: Gamification and Teaching Managementmentioning

confidence: 99%

“…This theory describes the state of mind in which a person is completely immersed in an activity, feeling focused, energized, and deeply engaged by the challenge (He et al, 2023). By incorporating rewards, clear goals, success, failure and challenges, gamification seeks to achieve this state of mind to increase student engagement (Goi, 2023;He et al, 2023;Lyons et al, 2023). Therefore, games as a pedagogical approach have the potential to make activities more dynamic and motivating, significantly increasing the likelihood of participants experiencing the state of flow.…”

Section: Gamification and Teaching Managementmentioning

confidence: 99%

“…In entrepreneurship teaching, gamification can influence the user's propensity to take calculated risks since in-game decisions are made based on the information and immediate feedback, enabling the analysis of chances of gains and losses (Chapkovski et al, 2021;Lyons et al, 2023). Thus, if the probability of success in the activity is perceived as high, the student may be more inclined to take the risk after the intervention.…”

Section: Gamification and Risk Aversionmentioning

confidence: 99%

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Gamification and Risk Aversion: An Empirical Essay With Management Students

Melo,

Soares

2024

Rev. adm. empres.

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This article evaluates whether the use of gamification in entrepreneurship education is associated with a reduction in risk aversion among students studying at the technical level of Business Administration. As a theoretical framework, we used the Cumulative Prospect Theory. The research was conducted at a Brazilian Federal Institute (IF) of education. We used a sample of 191 participants, and the research instrument was applied at the beginning and end of the course. The data analysis included the Difference-in-Difference, Propensity Score Matching, and Quantile Regression methods. The results indicate that, after the implementation of the gamified pedagogical practice, there was an increase in the participants’ propensity to assume risks related to financial allocation decisions and occupational choices. This corroborates the role of gamification in the development of entrepreneurial skills by revealing that its use aids in preparing students to deal with uncertainties and calculated risks.

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“…Through the implementation of simple gamification, student creativity can be stimulated and explored which has an impact on the efficiency and effectiveness of elaboration and exploration of learning material. Through the implementation of simple gamification, students can be stimulated to be creative and determine the best way to optimize the elaboration and exploration of learning material ( (Luarn et al, 2023); (Chen et al, 2023); (Lyons et al, 2023)).…”

Section: Introductionmentioning

confidence: 99%

Students’ Imaginative Skills to Create a Simple Gamification on Chemistry Material

Harefa,

Sumiyati

2024

J. Inov. Pembelajaran Kim.

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The creativity dimension related to cognitive, affective, psychomotor and other skills aspects. The creativity dimension is closely related to learning outcomes and students' ability to be creative in producing relevant products. One important indicator of the creativity dimension is students' imagination skills. Through good imagination skills, students will be able to predict and create patterns in the content and context of learning material. In this research, an analysis of students' imagination skills will be carried out which consists of three indicators, namely playing with possibilities, making connections, and using intuition. The research was carried out using a classroom action research approach consisting of 3 cycles, where research data was collected by giving a questionnaire consisting of 4 statements for each indicator with 5 options for each research instrument. Apart from the questionnaire method, research data was collected through random interviews and structured observation. Based on data analysis, students' imagination skills were highest in the playing with possibilities indicator at 81.05 in cycle 3. Meanwhile, students' imagination skills were lowest in the using intuitions indicator at 35.75 in cycle 1. In general, simple gamification activities were able to increase students' imagination skills between 10% - 40%.

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Gamification to enhance engagement and higher order learning in entrepreneurial education

Cited by 10 publications

References 61 publications

University students' perceptions of graduate employer selection tests

University students' perceptions of graduate employer selection tests

Gamification and Risk Aversion: An Empirical Essay With Management Students

Students’ Imaginative Skills to Create a Simple Gamification on Chemistry Material

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