Changing perceptions about entrepreneurship and industry-related aspects and fostering innovation skills using a video game

Abstract

Purpose This study aims to find empirical evidence on how video games can foster innovation skills and change perceptions about entrepreneurship and general aspects related to the industry in Colombia while innovative pedagogical processes in teaching entrepreneurship in higher education. Design/methodology/approach Based on design-based research, serious games (SGs), entrepreneurial education and the innovator DNA framework, the authors collected data from undergraduate students enrolled in two online entrepreneurship courses at a Colombian university. One course is used as a treatment group where students play a video game created for the purpose of this research while the other group is used as control where traditional learning activities are performed. A self-reported method was used on the perceptions of the students after participating in the activities through questionnaires to find differences between the mean scores reported by both groups. Findings The results indicate that students who participated in the video game reported a higher fostering of their innovation skills and a broader change in their perception of entrepreneurship and aspects related to the coffee industry, in contrast to the students of the control group. Originality/value Using a video game created by EAFIT University in Colombia, this study responds to an identified need for studying the adequate use of SGs in online class contexts and the need of fostering both innovation skills and positive perceptions on entrepreneurship among students.

Gamificação no ensino de empreendedorismo: Uma revisão sistemática da literatura e agenda de pesquisa futura

“…A literatura aponta que existem muitas formas de aplicar jogos no ensino de empreendedorismo e uma das mais utilizadas nos estudos identificados é por meio de jogos digitais, do tipo simulações de negócios, que abordam situações de uma empresa e permitem que os alunos resolvam problemas e tomem decisões em contextos empresariais específicos, incluindo planejamento de produto, marketing, recursos financeiros, materiais e humanos. Adicionalmente, pesquisadores também exploraram jogos para analisar habilidades de criatividade e inovação de produtos (Solarte et al, 2021).…”

“…No que se refere ao desenvolvimento de habilidades após o uso da gamificação, destacam-se: maior propensão ao risco em oposição à certeza (Zichella & Reichstein, 2022); inovação (Solarte et al, 2021); autoeficácia Yen & Lin, 2022;Zulfiqar et al, 2019; identificação de novas oportunidades de negócios (Li et al, 2022); e criação e operação de uma "miniempresa" por meio de práticas lúdicas que facilitam o aprendizado do aluno (De Lourdes et al, 2017). Em contrapartida, alguns estudantes têm medo de assumir riscos nas situações de jogos (Thanasi-Boçe, 2020).…”

“…A perspectiva dos professores com relação à gamificação, desafios e potencialidades de adaptar a metodologia para esse novo paradigma. Fellnhofer (2018); Solarte et al (2021); Sghari e Bouaziz (2021); Zulfiqar et al (Zulfiqar et al, 2021).…”

Determinants of the intention to use serious games technology in entrepreneurship education: an empirical study of Tunisian teachers

“…To succeed in this role, recent research emphasizes, among other things, the importance of teaching pedagogy. In this context, serious games appear to have a great importance in entrepreneurship course (Almeida, 2017; Bagheri et al , 2020; Solarte et al , 2021). Indeed, the traditional pedagogy based on lecturing to deliver knowledge is no longer effective.…”

“…Focusing on the Backstage as a video game dedicated for the entrepreneurship course learning is because of the importance of the field of entrepreneurship in university courses worldwide (Bagheri et al , 2020; Solarte et al , 2021). In Tunisia, the Ministry of Higher Education and Scientific Research launched the “Student-Entrepreneur” status in public universities in 2020.…”