Gamification in learning process and its impact on entrepreneurial intention

Aries, Aries; Vional, Vional; Saraswati, L. Ayu; Wijaya, Liana; Ikhsan, Ridho Bramulya

doi:10.5267/j.msl.2019.10.021

Cited by 25 publications

(34 citation statements)

References 31 publications

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“…In comparison, entrepreneurial schooling in the nation is considered to be inadequate in influencing students on the road to entrepreneurship and entrepreneurship . This is confirmed by the results of Aries et al (2020), who found that just 45% of all ISSN: 2456-7620 https://dx.doi.org/10.22161/ijels.62. 26 184…”

Section: Introductionsupporting

confidence: 66%

“…In the meantime, if the goal of the EE is to create entrepreneurs, the optimal approach is to use market simulation or to play a role in facilitating experiments. Irrespective of the different methods used to meet a variety of goals, learning institutions have a key role to play in facilitating the transfer of EAs to students(Aries et al 2020). In the meantime, other (Prabhu et al 2020) had their own views on the EE.…”

mentioning

confidence: 99%

“…Table(7) shows the implications of the first hypothesis: Empirical Learning strongly predicts entrepreneurial intention (Beta is weight .634, p.001), implying that empirical Learning would have a clear beneficial relationship with entrepreneurial intention.…”

mentioning

confidence: 99%

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Inspiring future entrepreneurs: The effect of experiential learning on the entrepreneurial intention at higher education

Anwar¹,

Abdullah²

2021

IJELS

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The purpose of this study is to measure the influence of experiential learning on the entrepreneurial intention at higher education. To enable the research to measure experiential learning, the researchers used three dimensions as independent factors (empirical learning, Cognitive loading, and Selfefficacy) and on the other hand entrepreneurial intention at higher education as dependent factor. The study was carried out at private universities in Erbil. The researchers employed quantitative research method via adapting questionnaire from academic source and publish it online to gather information from participants. The questionnaire was distributed randomly among 120 academic and administrative staffs of private universities. The participants of the present study were 103 participants from different private universities in Kurdistan region of Iraq. The study developed three research hypotheses, the findings revealed that, as for the first research hypothesis found that an empirical Learning strongly predicts entrepreneurial intention, implying that empirical Learning would have a clear beneficial relationship with entrepreneurial intention. As for the second research hypothesis, it was found that a cognitive loading strongly predicts entrepreneurial intention, implying that cognitive loading would have a clear beneficial relationship with entrepreneurial intention, and lastly as for the third research hypothesis, it was found that self-efficacystrongly predicts entrepreneurial intention, implying that Floatationwould have a clear beneficial relationship with entrepreneurial intention.

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Section: Introductionsupporting

confidence: 66%

mentioning

confidence: 99%

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Inspiring future entrepreneurs: The effect of experiential learning on the entrepreneurial intention at higher education

Anwar¹,

Abdullah²

2021

IJELS

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“…Therefore, as Zhang and Price (2020) proposed that pedagogical alignment is key to entrepreneurship education, and gamification has been acknowledged for its potential in enhancing learners' performance and nurture their entrepreneurial competence with well-balanced alignment with other teaching modules (e.g. Aries et al 2020;Isabelle 2020;Kariv et al 2019).…”

Section: Gamification and Entrepreneurship Educationmentioning

confidence: 99%

Entrepreneurship education at universities: challenges and future perspectives on online game implementation

Takemoto

2021

Entrep Educ

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The study explored the challenges and potential of online gamification to develop actionable recommendations for entrepreneurship pedagogy in the phase of ‘new normal’. This study applied an experimental game which the authors developed, and a mixed method was applied to the data sets collected from the students: an open-ended survey of 91 students and in-depth interviews with 23 students. It has been found that the students perceiving activities with gamifications are good learning stimuli in entrepreneurial classrooms as a first step; then, they found it effective to learn and deepen their understanding of theories and models as a second step after the gaming activities, which is a reverse approach from a traditional business education approach. Gamification enables students to think critically on game scenarios via participation in gamifications, which can be strengthened and embedded in their mind by theoretical learning which follows the gaming activities. The findings of the study provide a practical guidance for entrepreneurship pedagogists with ‘activities first’ which will be followed by theoretical learning.

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“…For example, first-year students learned about using library resources through games to develop critical mindsets (O'Brien and Pitera, 2019). Games were used to teach sustainability (Gatti, Ulrich and Seele, 2019), entrepreneurship (Aries, et al, 2020) and, leadership (Sousa and Rocha, 2019). Nursing students developed decision-making skills through games (García-Viola, et al, 2019), and pharmacy and osteopathic students developed stronger interprofessional relationships by playing games (Boylan, et al, 2020).…”

Section: Serious Gamesmentioning

confidence: 99%

Innovation in project management education - let’s get serious!

Tews¹,

Skulmoski²,

Langston³

et al. 2020

CEB

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More educators use serious games (e.g., games where the primary objective is learning rather than enjoyment) to enhance learning due to benefits such as improved understanding and engagement. However, using serious games within project management education is not well understood. The aim of this research is to investigate project management serious games in higher education: i) determine the extent of gamification in PMI-accredited project management programs, and ii) survey university students about their experiences playing project management serious games. Two separate mixed-method studies reveal insights about serious games in higher education and where innovations may be leveraged. Traditional statistics were used to analyze quantitative data, and coding was used to analyze the qualitative data. The results from a global survey of ten PMI-accredited university programs suggest that serious games are embryonic but promising. A case study at one university reveals that students enjoy learning through games but caution against using games to formally assess students’ learning. The paper concludes with recommendations for further research and development.

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Gamification in learning process and its impact on entrepreneurial intention

Cited by 25 publications

References 31 publications

Inspiring future entrepreneurs: The effect of experiential learning on the entrepreneurial intention at higher education

Inspiring future entrepreneurs: The effect of experiential learning on the entrepreneurial intention at higher education

Entrepreneurship education at universities: challenges and future perspectives on online game implementation

Innovation in project management education - let’s get serious!

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