Eggers et al. (2017Eggers, 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. https://doi.org/10.1111/caim.12225....
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Entrepreneurship classes at the undergraduate level in the United States. |
75 students (56% male and 44% female). Multiple regression was used. |
Catalán e Martínez (2018) |
Theory of Flow |
Lessons in business decisions at the undergraduate level in management and marketing in Spain. |
320 students. They used a questionnaire with a Likert scale, descriptive statistics and correlations. |
Fellnhofer (2018Fellnhofer, 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. https://doi.org/10.1504/WREMSD.2018.0890...
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Experiencing gamification as an undergraduate in different programs in Germany. |
41 participants (63.4% male and 36.6% female). Exploratory Factor Analysis and regression models were used. |
Grivokostopoulou et al. (2019Grivokostopoulou, 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. https://doi.org/10.3390/su11205623....
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Entrepreneurship course for undergraduates from different programs in Greece. |
86 undergraduates (52% male and 48% female). Descriptive statistics, Cronbach’s alpha and correlation were used. |
Ruiz-Alba et al. (2019Ruiz-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. https://doi.org/10.1108/JSBED-09-2018-02...
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Theory of Planned Behaviour (TPB) |
Online challenge for French undergraduates and postgraduates from different programs. |
220 students (52.5% female and 47.5% male). They used mixed analysis of variance (ANOVA). |
Zulfiqar et al. (2019Zulfiqar, 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 https://doi.org/10.1177/0735633117746746...
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Technology Acceptance Model (TAM) |
Entrepreneurship course for different undergraduate and graduate programs in Pakistan and China. |
360 students (61.11% male and 38.89% female). They used Structural Equation Modeling. |
Aries et al. (2020Aries, 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. http://dx.doi.org/10.5267/j.msl.2019.10....
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TPB |
Entrepreneurship classes at the undergraduate level in management and business in Indonesia. |
400 students. They used multiple linear regression. |
Capelo et al. (2021Capelo, 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. https://doi.org/10.1016/j.ijme.2021.1005...
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Entrepreneurship course at the Postgraduate Administration School in Portugal (Lisbon). |
45 students. Multivariate regression analysis was used. |
Ghani e Mohammad (2021Ghani, 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. https://doi.org/10.17576/pengurusan-2021...
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Gamified activities in undergraduate engineering and management and business in Malaysia. |
272 students (61.4% male and 38.6% female). Using structural equation modeling. |
Kauppinen e Choudhary (2021Kauppinen, 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. https://doi.org/10.1016/j.ijme.2021.1005...
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Entrepreneurship course in management and business degree in Estonia and Australia. |
82 students (15 women and 67 men). Multiple linear regressions were used. |
Kraus et al. (2021Kraus, 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 https://doi.org/10.1108/JSBED-09-2021-03...
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Experiential gamification activity in different degree programs in the United States. |
217 video game players (73.7% male and 26.3% female). Multiple regression analysis was used. |
Memar et al. (2021Memar, 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. https://doi.org/10.1177/1052562920951971...
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Causation and Effectuation |
Experiential gamification activity in the master’s program in engineering and international marketing in Sweden. |
126 students. They used confirmatory factor analysis and multivariate analysis of variance. |
Pérez-Pérez et al. (2021Pérez-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 https://doi.org/10.1016/j.ijme.2021.1005...
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TPB |
Entrepreneurship classes at the undergraduate level in Spain. |
522 undergraduates (55.38% female and 44.62% male). Principal component analysis, Kolmogorov-Smirnov statistics and Wilcoxon non-parametric analysis. |
Sghari e Bouaziz (2021Sghari, 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 http://dx.doi.org/10.1108/ITSE-05-2021-0...
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Theory of Reasoned Action (TRA), TAM, TPB and the combination of TAM-TPB |
Undergraduate entrepreneurship classes in Tunisia. |
57 teachers (77.2% female and 22.8% male). Using Structural Equation Modeling. |
Zulfiqar et al. (Zulfiqar et al., 2021Zulfiqar, 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 https://doi.org/10.3390/su13041838...
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TAM |
Online business simulation for undergraduates (various fields) in Saudi Arabia. |
277 undergraduates (67.5% male and 32.5% female). Use of Structural Equation Modeling. |
Chen et al. (2022Chen, 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. https://doi.org/10.1108/LHT-12-2021-0509...
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Theory of Flow |
Gamified experiential activity with Chinese undergraduates from different fields. |
205 students (67% female and 33% male). They used a t-test and multiple regression analysis. |
Lara-Bocanegra et al. (2022Lara-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 https://doi.org/10.1080/17430437.2020.18...
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Theory of Entrepreneurial Intention by Shapero and Sokol (1982Shapero, A., & Sokol, L. (1982). The social dimensions of entrepreneurship. Encyclopedia of Entrepreneurship, 72-90. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=1497759 https://papers.ssrn.com/sol3/papers.cfm?...
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Workshop for undergraduate and postgraduate physical education students in Spain. |
108 undergraduates (66.7% male and 33.3% female), using structural equation modeling. |
Li et al. (2022Li, 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 https://doi.org/10.1108/ET-06-2021-0218...
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EE program for different undergraduate courses in China. |
12,269 students (54.59% female and 45.41% male). Correlations and regressions were used. |
Yen e Lin (2022Yen, 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 https://doi.org/10.1080/10494820.2020.17...
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Theory of Flow |
Classes in business administration and marketing in Taiwan. |
94 students (77.7% female and 22.3% male), using structural equation modeling. |
Zichella e Reichstein (2022Zichella, G., & Reichstein, T. (2022). Students of entrepreneurship: Sorting, risk behaviour and implications for entrepreneurship programmes. Management Learning, 13505076221101516. https://doi.org/10.1177/13505076221101516 https://doi.org/10.1177/1350507622110151...
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Gamified experiential activity in undergraduate economics and management in Denmark. |
45 undergraduates (77.7% male and 22.3% female). Logistic regression was used. |