Teaching the dynamics of the growth of a business venture through transparent simulations

Capelo, Carlos; Pereira, Renato; Dias, João Ferreira

doi:10.1016/j.ijme.2021.100549

Cited by 4 publications

(8 citation statements)

References 79 publications

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“…Hughes (2015) supported that simulation is an experimental learning method that allows students to share information and make decisions during interaction. Simulation-based learning environments have been proposed as effective tools to help learners improve their understanding of complex business problems (Capelo et al, 2021). Although most studies have positively evaluated the role of simulation, some scholars have pointed out that they are unlikely to simulate all aspects of the experience (Fox et al, 2018).…”

Section: Simulationmentioning

confidence: 99%

The effect of mobile business simulation games in entrepreneurship education: a quasi-experiment

Chen

Tang

Tian

et al. 2022

LHT

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PurposeDuring the current global epidemic, e-learning and mobile learning have been rapidly developed in the field of entrepreneurship education. The effect of these learning methods remains to be confirmed. The purpose of this paper is to explore the effect of mobile business simulation games in entrepreneurship education.Design/methodology/approachFrom May 2020 to July 2020, the authors adopted a quasi-experimental design to explore the effect of mobile business simulation games in entrepreneurship education. The authors set up an experimental group to participate in mobile business simulation games, with a total of 105 students, and set up a control group of 100 students. At the beginning and end of the experiment, data on entrepreneurial attitude, self-efficacy, entrepreneurial intention and other related variables were collected. Paired sample T-test and regression analysis were used to analyze the results.FindingsThe authors found that mobile business simulation games can improve entrepreneurial attitudes and self-efficacy, but cannot change entrepreneurial intentions. The paired sample T-test in the experimental group showed that the entrepreneurial attitude and entrepreneurial self-efficacy of the participants were significantly improved, but the entrepreneurial intention did not change significantly. The above three variables did not change significantly in the control group. The research results also show that flow experience is very important in mobile business simulation games, which can improve entrepreneurial attitude and entrepreneurial self-efficacy.Originality/valueThe authors’ findings confirm the positive effects of mobile business simulation games in entrepreneurship education, which can improve entrepreneurial attitudes and entrepreneurial self-efficacy. But the disadvantage of mobile business simulation games is that they cannot increase entrepreneurial intention. In addition, the flow experience needs to be valued in mobile business simulation games. The research in this paper has implications for how mobile learning can be used in entrepreneurship education during the COVID-19 pandemic. In addition, research is of great value on how mobile business simulation games can be improved.

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Section: Simulationmentioning

confidence: 99%

The effect of mobile business simulation games in entrepreneurship education: a quasi-experiment

Chen

Tang

Tian

et al. 2022

LHT

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“…Firstly, focusing on the student experience in virtual simulation game courses, multiple dimensions were comprehensively considered in the present study, such as game design, team cooperation and student self-efficacy, and a structural equation model was constructed to test their relationship with student engagement and entrepreneurial skill development, which is a significant innovation. Several existing studies have only focused on games themselves (Almeida and Buzády, 2019;Yen and Lin, 2020;Capelo et al, 2021;Zulfiqar et al, 2021), teamwork (Arias-Aranda andBustinza-Sánchez, 2009;Lohmann et al, 2018;Buil et al, 2020;Thanasi-Boçe, 2020), and students' personal traits (Eggers et al, 2017;Alstete and Beutell, 2019;Charrouf and Janan, 2019;Hernández-Lara et al, 2019;Buil et al, 2020), lacking a comprehensive study design. Secondly, based on the theoretical framework of learning process, the influencing factors of college students' entrepreneurial skills development was investigated in the present study, which is innovative.…”

Section: Theoretical Significancementioning

confidence: 99%

“…Predicated on the technology acceptance model (TAM), through empirical research, Zulfiqar et al (2021) found that perceived usefulness and perceived ease of use affected students' adoption of the simulation game system, and then significantly positively affected entrepreneurial intention and learning performance. Capelo et al (2021) believed that exposing the model in the "black box" of business simulation game to students would help students to understand the dynamic relationship between variables and improve the performance level of students' simulation.…”

Section: Introductionmentioning

confidence: 99%

“…First, studies on antecedents affecting students' learning engagement are scattered. Some studies have focused on the impact of games themselves on learning outcomes (Almeida and Buzády, 2019;Yen and Lin, 2020;Capelo et al, 2021;Zulfiqar et al, 2021), some have focused on teamwork (Arias-Aranda and Bustinza-Sánchez, 2009;Lohmann et al, 2018;Buil et al, 2020;Thanasi-Boçe, 2020), and others have focused on students' personal traits (Eggers et al, 2017;Alstete and Beutell, 2019;Charrouf and Janan, 2019;Hernández-Lara et al, 2019;Buil et al, 2020). No study has taken into account the characteristics of games, teams and individuals.…”

Section: Introductionmentioning

confidence: 99%

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Study on the Influence Mechanism of Virtual Simulation Game Learning Experience on Student Engagement and Entrepreneurial Skill Development

2022

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With the emergence of the COVID-19 pandemic, virtual simulation games have provided an effective teaching method for online entrepreneurship education. By exploring the mechanisms that influence student engagement and learning outcomes from different perspectives, such as game design, team and individual perspectives, numerous scholars have demonstrated that such a teaching method can effectively improve students’ engagement and learning performance. However, the existing studies are relatively scattered, and there is a scarcity of studies in which the effects of said factors are considered. Based on the learning process 3P model (presage-process-product) proposed by Biggs (1993), students’ perceived experience of game design, teamwork and self-efficacy were taken as variables in the early learning stage in the present study, and the influence mechanism of virtual simulation game learning experience on students’ engagement and entrepreneurial skill development was explored, so as to close the gap in existing research. In the present study, 177 college students from Chinese universities were surveyed and the data were surveyed using AMOS 23.0 software. Although the empirical results show that students’ “goal and feedback” and “alternative” experience of game design did not have a significant positive impact on students’ engagement, there was a direct and significant effect the development of entrepreneurial skills. Students’ experience of teamwork and general self-efficacy could not only directly and significantly affect the development of entrepreneurial skills, but also indirectly affect the development of entrepreneurial skills through learning engagement. The research results are practically significant for teachers in the selection and development of virtual simulation games, can be effectively applied in teaching process management, and can improve students’ engagement and learning performance.

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“…Between these new approaches, the system dynamics (SD) methodology has proved to be a helpful approach to understanding the social-economic system and its global changes, considering the relationships between the system and the context in which it develops (Parada et al , 2018). This methodology allows analyzing the dynamic complexity in business creation and entrepreneurship that involves multiple feedback processes, time delays, non-linearities and accumulations (Capelo et al , 2021; Lichtenstein et al , 2007). For these reasons, this study proposes a SD simulation model to shed light on the entrepreneurial intention and venture creation process.…”

Section: Introductionmentioning

confidence: 99%

The venture creation process and entrepreneurial intention in emerging economies – a system dynamic’s approach

Parra

Valencia-Arias

Bermúdez-Hernández

2022

JEEE

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Purpose Entrepreneurial intention is one of the main predictors of venture creation. However, the approaches used to analyze the entrepreneurial intention and venture creation are mostly linear approaches, leaving aside the fact that new ventures arise in a context characterized by fluctuations and instability, especially in emerging economies where economic and social factors are highly variables. Nevertheless, a dynamic approach could best represent its behavior. This study aims to propose an alternative approach and a starting point for more complex dynamic models in the entrepreneurship process that surpass the limitation of the current linear methodologies and allow gathering isolated studies' contributions. Design/methodology/approach This study proposes a method to shed light on the processes related to the venture creation process and entrepreneurial intention by designing a system dynamics simulation model. Findings The results reveal that the delayed effect of expectations produces a growing tendency in project creation, venture establishment and venture creation. Likewise, the entrepreneurial intention is not a static variable; it changes by the system’s dynamics and disturbs the venture creation process, which produces an increase in oscillations in the model and, therefore, reduces the project’s growth and venture creation. Research limitations/implications This model is a generic approach for the study of venture creation and entrepreneurial intention. The model can analyze entrepreneurial intention and venture creation in different contexts, adjusting the different model parameters. The authors run a sensitivity analysis to encompass deviation from the parameter established and the uncertainty about them. However, the empirical data used for the model’s testing, in this case, correspond to an approximation to the behavior of venture creation in Colombia, which is considered an emerging economy. The model proposed does not pretend to incorporate all the variables and phenomena about entrepreneurship. Originality/value The approach suggested in this work aims to conceptualize venture creation as a complex process that emerges from the occurrence and combination of simpler states, instead of activities that represent building blocks. In addition, the term “entrepreneurial process” is defined as a composite of different perspectives that use a series of multidisciplinary theories to address the topic.

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Teaching the dynamics of the growth of a business venture through transparent simulations

Cited by 4 publications

References 79 publications

The effect of mobile business simulation games in entrepreneurship education: a quasi-experiment

The effect of mobile business simulation games in entrepreneurship education: a quasi-experiment

Study on the Influence Mechanism of Virtual Simulation Game Learning Experience on Student Engagement and Entrepreneurial Skill Development

The venture creation process and entrepreneurial intention in emerging economies – a system dynamic’s approach

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