Gamification in entrepreneurship education: A systematic literature review and future research agenda
DOI:
10.14211/regepe.esbj.e2389Keywords:
Gamification, Entrepreneurial Education, Business Simulations, Systematic Literature Review, TCCMAbstract
Objective: This study aims to understand how researchers have approached gamification in entrepreneurship education and, based on this analysis, propose directions for future research through the systematization of Theories, Contexts, Characteristics, and Methodologies (TCCM Framework). Methodology: The Preferred Reporting Items for Systematic Review and Meta-analyses (PRISMA) protocol was used for the systematic review in eight research databases (Web of Science, Science Direct, Scopus, Springer, Emerald, Wiley, Sage, and Taylor & Francis). 33 empirical studies published between 2017 and 2022 were included. Main results: Most of the research did not explore a variety of existing theories, such as the Theory of Planned Behavior. Additionally, the works focus on higher education, with a gap in the context of primary and secondary education. It is suggested that samples be gender-balanced, mixed-method analyses, experimental and longitudinal studies. Contributions: The study contributes to the literature by compiling the main approaches adopted in gamified entrepreneurship education. Additionally, it proposes a research agenda based on gaps in the literature. Relevance and originality: This research adopts a joint approach of the PRISMA and TCCM protocols, advancing beyond the mere description of results, with the intent of grounding a proactive research agenda for the entrepreneurship academic community. Managerial and social contributions: The identification of best practices for the application of gamification in entrepreneurship education - game design and selection of learning objectives - provides insights for educators, policymakers, entrepreneurship support institutions, and corporate programs.
Downloads
Translations of this article
References
Ajzen, I. (1991). The theory of planned behaviour. Organizational Behaviour and Human Decision Processes, 50 (2), 179-211. 509-526. http://doi.org/10.1016/0749-5978(91)90020-T
Aries, A., Vional, V., Saraswati, L., Wijaya, L., & Ikhsan, R. (2020). Gamification in learning process and its impact on entrepreneurial intention. Management Science Letters, 10(4), 763-768. http://dx.doi.org/10.5267/j.msl.2019.10.021
Brasil. Ministério da Educação. Conselho Nacional de Educação. Câmara de Educação Básica. Resolução nº 3, de 21 de novembro de 2018. Disponível em:
Capelo, C., Pereira, R., & Dias, J. F. (2021). Teaching the dynamics of the growth of a business venture through transparent simulations. The International Journal of Management Education, 19(3), 100549. https://doi.org/10.1016/j.ijme.2021.100549
Catalán Gil, S., & Martínez Salinas, E. (2018). Favorecer el ‘estado de flow’. La clave de los juegos de simulación empresarial, Journal of Management and Business Education, 1(2), 140-159. https://doi.org/10.35564/jmbe.2018.0011
Chemborisova, N. S., Litinski, A. L., Almetkina, L. A., & Bulankina, E. V. (2019). Project-based learning as a tool for the formation and development of the entrepreneurial skills of students. Journal of Entrepreneurship Education, 22(2), 1-13.
Chen, Y., Albert, L. J., & Jensen, S. (2022). Innovation farm: Teaching Artificial Intelligence through gamified social entrepreneurship in an introductory MIS course. Decision Sciences Journal of Innovative Education, 20(1), 43-56. https://doi.org/10.1111/dsji.12253
Chen, J., Tang, L., Tian, H., Ou, R., Wang, J., & Chen, Q. (2022). The effect of mobile business simulation games in entrepreneurship education: a quasi-experiment. Library Hi Tech. ahead-of-print. https://doi.org/10.1108/LHT-12-2021-0509
De Lourdes Cárcamo-Solís, M., del Pilar Arroyo-López, M., del Carmen Alvarez-Castañón, L., & García-López, E. (2017). Developing entrepreneurship in primary schools. The Mexican experience of “My first enterprise: Entrepreneurship by playing”. Teaching and Teacher Education, 64, 291-304. https://doi.org/10.1016/j.tate.2017.02.013
Eggers, F., Lovelace, K. J., & Kraft, F. (2017). Fostering creativity through critical thinking: The case of business start‐up simulations. Creativity and Innovation Management, 26(3), 266-276. https://doi.org/10.1111/caim.12225
Fellnhofer, K. (2018). Game-based entrepreneurship education: impact on attitudes, behaviours and intentions. World Review of Entrepreneurship, Management and Sustainable Development, 14(1/2), 205-228. https://doi.org/10.1504/WREMSD.2018.089066
Fox, J., Pittaway, L., & Uzuegbunam, I. (2018). Simulations in entrepreneurship education: Serious games and learning through play. Entrepreneurship Education and Pedagogy, 1(1), 61-89. https://doi.org/10.1177/2515127417737285
Ghani, M. G. A., & Mohammad, N. (2021). The Integration of Logic Model in Business Plan Simulation Approach for Effective Entrepreneurial Learning. Jurnal Pengurusan, 62. https://doi.org/10.17576/pengurusan-2021-62-12
Grivokostopoulou, F., Kovas, K., & Perikos, I. (2019). Examining the impact of a gamified entrepreneurship education framework in higher education. Sustainability, 11(20), 5623. https://doi.org/10.3390/su11205623
Hyams-Ssekasi, D., Taheri, F. (2022). Re-assessing Entrepreneurship Education and Gamification as a Learning Process. In: Hyams-Ssekasi, D., Yasin, N. (eds) Technology and Entrepreneurship Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-84292-5_1.
Isabelle, D. A. (2020). Gamification of entrepreneurship education. Decision Sciences Journal of Innovative Education, 18(2), 203-223. https://doi.org/10.1111/dsji.12203
Kauppinen, A., & Choudhary, A. I. (2021). Gamification in entrepreneurship education: A concrete application of Kahoot!. The International Journal of Management Education, 19(3), 100563. https://doi.org/10.1016/j.ijme.2021.100563
Khodaei, A., Naderi, N., & Hosseinpour, M. (2022). The role of gamification on entrepreneurship education with a meta-synthesis approach. Karafan Quarterly Scientific Journal. http://doi.org/10.48301/kssa.2022.317311.1880
Kraus, S., Niemand, T., Scott, S., Puumalainen, K., & Oberreiner, R. (2021). Let the games begin: the relationship between video gaming and entrepreneurial mindsets. Journal of Small Business and Enterprise Development. 29(5) 807-824. https://doi.org/10.1108/JSBED-09-2021-0360
Lara-Bocanegra, A., Bohórquez, M. R., Grimaldi-Puyana, M., Gálvez-Ruiz, P., & García-Fernández, J. (2022). Effects of an entrepreneurship sport workshop on perceived feasibility, perceived desiderability and entrepreneurial intentions: a pilot study in sports science students. Sport in Society, 25(8), 1528-1544. https://doi.org/10.1080/17430437.2020.1829596
Li, G., Long, Z., Jiang, Y., Huang, Y., Wang, P., & Huang, Z. (2022). Entrepreneurship education, entrepreneurship policy and entrepreneurial competence: mediating effect of entrepreneurship competition in China. Education+ Training. ahead-of-print. https://doi.org/10.1108/ET-06-2021-0218
Liu, B., & Wang, J. (2019). Demon or angel: an exploration of gamification in management. Nankai Business Review International. 11(3), 317-343. https://doi.org/10.1108/NBRI-02-2018-0013
Melo, F. L. N. B. D., Soares, A. M. J., Sampaio, L. M. B., & Lima-de-Oliveira, R. (2023). The Impact of Gamification on Entrepreneurial Intention in a Brazilian Technical Business School. BAR-Brazilian Administration Review, 20, e210033. https://doi.org/10.1590/1807-7692bar2023210033
Memar, N., Sundström, A., & Larsson, T. (2021). Teaching causation and effectuation in the large classroom: A production–trade game. Journal of Management Education, 45(3), 438-478. https://doi.org/10.1177/1052562920951971
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., ... & Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. Bmj, 372. https://doi.org/10.1136/bmj.n71
Paul, J., & Feliciano-Cestero, M. M. (2021). Five decades of research on foreign direct investment by MNEs: An overview and research agenda. Journal of business research, 124, 800-812. https://doi.org/10.1016/j.jbusres.2020.04.017
Paul, J., Merchant, A., Dwivedi, Y. K., & Rose, G. (2021). Writing an impactful review article: What do we know and what do we need to know?. Journal of Business Research, 133, 337-340. https://doi.org/10.1016/j.jbusres.2021.05.005
Pérez-Macías, N., Medina-Molina, C. & Gismera-Tierno, L. (2022). Gamification in the development of entrepreneurial intentions: a QCA analysis. Entrep Educ 5, 343–365. https://doi.org/10.1007/s41959-022-00079-7
Pérez-Pérez, C., González-Torres, T., & Nájera-Sánchez, J. J. (2021). Boosting entrepreneurial intention of university students: Is a serious business game the key?. The International Journal of Management Education, 19(3), 100506. https://doi.org/10.1016/j.ijme.2021.100506
Pratikto, H., Hanafiya, R., Ashar, M., Akbar, M. I., & Harsono, Y. T. (2021). Entrepreneurship Game Apps to Enhancement Student Skill Thinking Analytic in Class Online. Int. J. Interact. Mob. Technol., 15(8), 155-162. https://doi.org/10.3991/ijim.v15i08.21575
Ruiz-Alba, J. L., Soares, A., Rodríguez-Molina, M. A., & Banoun, A. (2019). Gamification and entrepreneurial intentions. Journal of Small Business and Enterprise Development. 26(5), 661-683. https://doi.org/10.1108/JSBED-09-2018-0266
Sarasvathy, S. D. (2001). Causation and effectuation: Toward a theoretical shift from economic inevitability to entrepreneurial contingency. Academy of management Review, 26(2), 243-263. https://doi.org/10.5465/amr.2001.4378020
Shapero, A., & Sokol, L. (1982). The social dimensions of entrepreneurship. Encyclopedia of Entrepreneurship, 72-90. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=1497759
Sharma, D., Taggar, R., Bindra, S., & Dhir, S. (2020). A systematic review of responsiveness to develop future research agenda: a TCCM and bibliometric analysis. Benchmarking: An International Journal. 27(9), 2649-2677. https://doi.org/10.1108/BIJ-12-2019-0539
Sghari, A., & Bouaziz, F. (2021). Determinants of the intention to use serious games technology in entrepreneurship education: an empirical study of Tunisian teachers. Interactive Technology and Smart Education. ahead-of-print. http://dx.doi.org/10.1108/ITSE-05-2021-0082
Sieger, P., Raemy, L., Zellweger, T., Fueglistaller, U. & Hatak, I. (2021). Global Student Entrepreneurship 2021: Insights From 58 Countries. St.Gallen/Bern: KMU-HSG/IMU-U.
Solarte, H. A., Tobar, H. F., Mesa, J. H., Trefftz, H., & Osorio, D. M. (2021). Changing perceptions about entrepreneurship and industry-related aspects and fostering innovation skills using a video game. Interactive Technology and Smart Education. 18(1), 104-118. https://doi.org/10.1108/ITSE-10-2020-0220
Sudrajat, J., Rahman, M. A., Guzman, G. A., Ricky, M. Y., & Sasongko, A. H. (2018). Innovation of entrepreneurship learning with business model canvas game. International Journal of Entrepreneurship, 22(3), 1-12.
Takemoto, T., & Oe, H. (2021). Entrepreneurship education at universities: challenges and future perspectives on online game implementation. Entrepreneurship Education, 4(1), 19-37. https://doi.org/10.1007/s41959-020-00043-3
Thanasi-Boçe, M. (2020). Enhancing students' entrepreneurial capacity through marketing simulation games. Education+ Training. 62(9), 999-1013. https://doi.org/10.1108/ET-06-2019-0109
Watson, K., McGowan, P., & Cunningham, J. A. (2017). An exploration of the Business Plan Competition as a methodology for effective nascent entrepreneurial learning. International Journal of Entrepreneurial Behavior & Research, 24(1), 121-146. https://doi.org/10.1108/IJEBR-05-2017-0158
Watson, K., & McGowan, P. (2018). Emergent perspectives toward the business plan among nascent entrepreneur start-up competition participants. Journal of Small Business and Enterprise Development. 26(3), 421-440. https://doi.org/10.1108/JSBED-02-2018-0038
Yen, W. C., & Lin, H. H. (2022). Investigating the effect of flow experience on learning performance and entrepreneurial self-efficacy in a business simulation systems context. Interactive Learning Environments, 30(9), 1593-1608. https://doi.org/10.1080/10494820.2020.1734624
Zichella, G., & Reichstein, T. (2022). Students of entrepreneurship: Sorting, risk behaviour and implications for entrepreneurship programmes. Management Learning, 13505076221101516. https://doi.org/10.1177/13505076221101516
Zulfiqar, S., Al-reshidi, H. A., Al Moteri, M. A., Feroz, H. M. B., Yahya, N., & Al-Rahmi, W. M. (2021). Understanding and predicting students’ entrepreneurial intention through business simulation games: a perspective of covid-19. Sustainability, 13(4), 1838. https://doi.org/10.3390/su13041838
Zulfiqar, S., Sarwar, B., Aziz, S., Ejaz Chandia, K., & Khan, M. K. (2019). An analysis of influence of business simulation games on business school students’ attitude and intention toward entrepreneurial activities. Journal of Educational Computing Research, 57(1), 106-130. https://doi.org/10.1177/0735633117746746
Downloads
Published
Métricas
Visualizações do artigo: 527 pdf (Português (Brasil)) downloads: 192 xml (Português (Brasil)) downloads: 0 Áudio (Português (Brasil)) downloads: 5 Vídeo (Português (Brasil)) downloads: 9
How to Cite
Issue
Section
License
Copyright (c) 2024 Ana Maria Jeronimo Soares, Felipe Luiz Neves Bezerra de Melo, Saulo de Tarso Alves Dantas, Marcos Paulo da Silva, Shirley Luanna Vieira Peixoto Genuino
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish in this journal agree to the following terms:
-
The author(s) authorize the publication of the text in the journal;
-
The journal is not responsible for the opinions, ideas, and concepts expressed in the texts, as they are the sole responsibility of their authors;
-
Authors retain copyright and grant the journal the right of first publication, with the work published under the CC BY 4.0
License, which allows sharing the work with acknowledgment of authorship and initial publication in this journal; -
Authors are allowed and encouraged to post their work (Submitted version, Accepted version [Manuscript accepted by the author], or Published version [Record version]) online, for example in institutional repositories or preprints, as it can lead to productive exchanges as well as earlier and greater citation of published work. REGEPE requires that authors indicate/link the published article with DOI. See the Effect of Open Access.
