Gamificação no ensino de empreendedorismo: Uma revisão sistemática da literatura e agenda de pesquisa futura
DOI:
10.14211/regepe.esbj.e2490Palavras-chave:
Gamificação, Educação Empreendedora, Simulações de Negócios, Revisão Sistemática da Literatura, TCCMResumo
Objetivo: Este estudo busca compreender como pesquisadores têm abordado a gamificação no ensino de empreendedorismo e, a partir dessa análise, propor direções para pesquisas futuras por meio da sistematização de Teorias, Contextos, Características e Metodologias (Framework TCCM). Metodologia: O protocolo Preferred Reporting Items for Systematic Review and Meta-analyses (PRISMA) foi utilizado para a revisão sistemática em oito bases de pesquisa (Web of Science, Science Direct, Scopus, Springer, Emerald, Wiley, Sage e Taylor & Francis). Foram incluídos 33 estudos empíricos, publicados entre 2017 e 2022. Principais Resultados: A maioria das pesquisas não explorou uma variedade de teorias existentes, como a Teoria do Comportamento Planejado. Ademais, os trabalhos se concentram no ensino superior, havendo uma lacuna no contexto do ensino fundamental e médio. Sugere-se que as amostras sejam balanceadas por gênero, análises com métodos mistos, estudos experimentais e longitudinais. Contribuições: O estudo contribui com a literatura ao compilar as principais abordagens adotadas na educação empreendedora gamificada. Ademais, propõe uma agenda de pesquisa a partir das lacunas na literatura. Relevância e originalidade: a pesquisa adota uma abordagem conjunta dos protocolos PRISMA e TCCM, avançando além da mera descrição de resultados, com o intento de fundamentar uma agenda de pesquisa propositiva para a comunidade acadêmica de empreendedorismo. Contribuições gerenciais e sociais: a identificação de melhores práticas para a aplicação da gamificação no ensino de empreendedorismo - o design de jogos e a seleção de objetivos de aprendizagem - fornece insights para os educadores, formuladores de políticas públicas, instituições de fomento ao empreendedorismo e programas corporativos.
Downloads
Tradução
Referências
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
Publicado
Métricas
Visualizações do artigo: 442 pdf (English) downloads: 146 xml (English) downloads: 0 Audio (English) downloads: 6 Video (English) downloads: 10
Como Citar
Edição
Seção
Licença
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
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
Autores que publicam nesta revista concordam com os seguintes termos:
- O(s)/A(s) autor(es)/autora(s) autorizam a publicação do texto na revista;
- A revista não se responsabiliza pelas opiniões, ideias e conceitos emitidos nos textos, por serem de inteira responsabilidade de seus autores/autoras;
- Autores/autoras mantêm os direitos autorais e concedem à revista o direito de primeira publicação, com o trabalho publicado sob a Licença CC BY 4.0
, que permite o compartilhamento do trabalho com reconhecimento da autoria e publicação inicial nesta revista; - Autores/autoras são permitidos e encorajados a postar seu trabalho (Versão submetida, Versão aceita [Manuscrito aceito pelo autor/autora] ou Versão publicada [Versão do registro]) online, por exemplo, em repositórios institucionais ou preprints, pois isso pode levar a trocas produtivas, bem como a citações anteriores e maiores de trabalhos publicados. A REGEPE pede como condição política para os autores/autoras que indiquem/vinculem o artigo publicado com DOI. Veja o Efeito do Acesso Livre.
