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Entrepreneurship education constitutes a top priority in policy agendas across the globe as a means to promote economic growth, fight unemployment and create social capital. An important premise of entrepreneurship education is that it can be learned and students can be taught to formulate entrepreneurial mentality, skills and competencies, somethi...
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... this context, various quizzes and assessment exercises have been designed and are integrated in the learning activities in the 3D virtual educational environment. In Figure 4, a way in which quizzes are offered to students is illustrated. In the context of a quiz, the students have the possibility to ask and obtain assistance from the system and appropriate hints and feedback messages are offered to them tailored to their status in terms of performance and errors made. ...
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... The students of undergraduate programs accounted for the vast majority of students, accounting for 89%. The main population characteristics of the experimental sample are very similar to the study of Grivokostopoulou et al. (2019). In the study of this paper, all respondents were involved in studies related to blended courses for more than 6 months before the survey, and the questionnaire can reflect the feelings of the respondents more realistically. ...
With the rise of “Internet + Education,” blended learning has become a new trend in higher education. This study aims to explore how behavioral willingness and self-efficacy affect the learning effect of college students in this new learning mode. The Unified Theory of Acceptance and Use of Technology (UTAUT2) was used to construct a theoretical model, and data on the blended learning effectiveness of 167 college students from a university in Southwest China were collected through questionnaires, and the theoretical assumptions and model were verified using Structural Equation Modeling (SEM) in Smart PLS software. It was found that in blended learning, performance expectation, effort expectation, hedonic motivation and facilitation all significantly and positively affect college students’ behavioral intention of blended learning, which in turn positively affects the effect of blended learning, among which hedonic motivation is a more important influencing factor in the behavioral intention of blended learning. Self-efficacy also has a significant positive effect on blended learning effects. Finally, the study proposes countermeasures for teaching improvement from three aspects: teachers’ teaching design, students’ motivation and behavior, and optimization of e-learning platform content and function.
... In our analysis, gaming and simulation were the most studied technology group (12 out of 26 articles), with some delivered on desktops and centrally administered (e.g., Huebscher & Lendner, 2010), while the rest delivered through mobile platforms (e.g., Pratikto et al., 2021) or virtual reality environment (e.g., Grivokostopoulou et al., 2019). Simulations were found to have the most positive impact on developing most of the ECs, especially "planning & management", "financial & economic literacy" and "working with others". ...
... It also helped them understand different entrepreneurial topics, and improve their digital, innovation, and communication skills. Grivokostopoulou et al., (2019) found that game-based learning helped students acquire financial and management concepts in their experiment with 86 university students. Pratiko et al. (2021) ran a posttest among vocational students, after using a design thinking approach to develop serious game requirements. ...
... Virtual and augmented realities were used to provide entrepreneurship students with immersive and near-life practical experiences (Dong & Tu, 2021;Hammoda, 2023;Grivokostopoulou et al., 2019). They were shown to develop several competencies, including "self-awareness" and "coping with ambiguity, uncertainty and risk". ...
Researchers and educators have been exploring innovative methods in entrepreneurship education to address traditional approach failure at engaging students and developing their skills. Educational technology has shown promising results in early studies. Yet, there is a scarcity of reviews on their effectiveness in developing entrepreneurial competencies. This paper systematically reviews the empirical literature on the outcomes of educational technology used to teach entrepreneurship at higher education institutions. From an initial 316 search hits, 26 articles were selected for in-depth review. The learning outcomes were translated into entrepreneurial competencies, using the EntreComp Framework as a reference. Findings show that educational technologies, in general, positively impacted entrepreneurial competencies, especially financial & economic literacy, motivation & perseverance, and initiative taking. Gaming and simulations were the most researched, having an overall positive influence, while online learning and MOOCs showed limited and sometimes contradictory effects. The study fills the scholarly gap by connecting educational technology, entrepreneurship education, and entrepreneurial competencies. It provides a basic mapping linking each educational technology to the competencies it develops and advocates for a competency-based pedagogy in the delivery and assessment of entrepreneurship education. Educators can apply the findings and the mapping developed in this study to design and deliver entrepreneurship courses, incorporating educational technologies more insightfully and effectively in their pedagogies.
... An important premise in entrepreneurship literature is that although many skills are intrinsic to human beings, they can be awakened, trained and taught through Entrepreneurship Education (EE) (Grivokostopoulou et al., 2019;Hyams-Ssekasi & Taheri, 2022;Pérez-Macías et al., 2022). Thus, given the relevance of entrepreneurial activity for socio-economic development, the search for new pedagogical approaches to teaching entrepreneurship has sparked the interest of researchers, becoming an agenda in academic debates and on political and research agendas (Isabelle, 2020;Kauppinen & Choudhary, 2021;Memar et al., 2021;Zulfiqar et al., 2019Zulfiqar et al., , 2021. ...
... From this perspective, the recent use of gamification in entrepreneurship education seems to be emerging as a potential tool for bringing theory and practice closer together (Aries et al., 2020;Grivokostopoulou et al., 2019;Pérez-Macías et al., 2022). In the educational field, the phenomenon of gamification consists of using the dynamics and mechanics of games in the teaching and learning process (Isabelle, 2020). ...
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.
... Uma premissa importante na literatura de empreendedorismo é que embora muitas competências sejam intrínsecas ao ser humano, elas podem ser despertadas, treinadas e ensinadas por meio da Educação Empreendedora (EE) (Grivokostopoulou et al., 2019;Hyams-Ssekasi & Taheri, 2022;Pérez-Macías et al., 2022). Assim, dada a relevância da atividade empreendedora para o desenvolvimento socioeconômico, a busca por novas abordagens pedagógicas para o ensino de empreendedorismo aguçou o interesse dos pesquisadores, tornando-se pauta nos debates acadêmicos e nas agendas políticas e de pesquisa (Isabelle, 2020;Kauppinen & Choudhary, 2021;Memar et al., 2021;Zulfiqar et al., 2019, Zulfiqar et al., 2021. ...
... Sob essa perspectiva, o uso recente da gamificação na educação empreendedora parece emergir como uma ferramenta potencial para aproximar teoria e prática (Aries et al., 2020;Grivokostopoulou et al., 2019;Pérez-Macías et al., 2022). No âmbito educacional, o fenômeno da gamificação consiste em utilizar as dinâmicas e mecânicas dos jogos no processo de ensino e aprendizagem (Isabelle, 2020). ...
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.
... In this, ever-changing environment it is crucial for the students to learn entrepreneurial and problem-solving skills so that they can stay on track with their chosen career paths. An entrepreneurial mindset not only fosters personal skills but also prepares the students to influence job prospects and economic dimensions (Grivokostopoulou, Kovas & Perikos, 2019). The present generation lives in a world where information and skills need to be constantly updated; hence, students need to modify the necessary skill set so that they can deal with the complexities and challenges of future workplaces. ...
An ecosystem is a combination of people including local government, individuals, and communities that work together to achieve educational goals by utilizing the best available tools. It creates a symbiotic environment wherein people interact with the content, technologies, and data which not only helps them to uplift their learning experience but also to undertake tasks set by government guardrails. In this respect, the present study has been prepared, which defines the need to empower the modern learning ecosystem along with the integrative approaches. In the modern world, technology plays a crucial role in managing educational services; hence, it is vital to integrate technological aspects while developing the learning ecosystem. The study also discusses teacher experiences regarding what they learn in the dynamic learning ecosystem. The ecosystem develops collaboration between people; hence, in this context, the report defines the significance of partnership with communities and families to uplift the level of learning among students.
... Based on Multiple Fuzzy Evaluation System 3 contributed to students' motivation and helped them to develop an entrepreneurial mindset and skills [18]. Fairlie, R. W. compared non-experimental and experimental methods to assess the effectiveness of entrepreneurship training programs [19]. ...
Employment and entrepreneurship education in colleges and universities is an urgent need for the national implementation of the innovation-driven development strategy and the promotion of economic quality and efficiency. In this paper, the entropy weight method is used to get the original index matrix for the evaluation of the effect of the employment and entrepreneurship education model in colleges and universities, and then the data are normalized to derive the weight value of the employment and entrepreneurship education model in colleges and universities. The fuzzy evaluation of the M college employment and entrepreneurship education model is derived by using multivariate fuzzy comprehensive evaluation according to the weight value. Lastly, the fuzzy evaluation of three colleges and universities in H is done using the fuzzy comprehensive evaluation model based on entropy weight and multivariate data. The experimental results show that B2 employment and entrepreneurship hard environment, B4 financial guarantee, and B9 student achievement evaluation of M colleges are all poor. After evaluating three colleges and universities in place H, it was found that the fuzzy evaluation results of students and experts in each index were consistent. The students of the 3 colleges and universities in place H were rated by employers in the areas of adventurous spirit, willpower, and crisis management at a score of 0.5-0.6 QC, which needs to be improved. Overall employers’ satisfaction with the entrepreneurial ability of students in these 3 colleges and universities is 0.69, 0.698, and 0.709, respectively, and the employment and entrepreneurship education model of colleges and universities in place H is effective.
... Martínez et al. (2019) plantean que uno de los factores más importantes que genera la gamificación es el cambio de malas prácticas a buenas; es decir, lograr un cambio de actitudes ambientales desfavorables a favorables en los participantes, a través de elementos y reglas de juegos virtuales. Iscenco y Li (2014, como se cita en Grivokostopoulou et al., 2019) afirman que la gamificación es un proceso eficiente para atraer a los jóvenes y comprometerlos con el medio ambiente. De esta manera, la gamificación en la presente investigación contribuye como estrategia para motivar el fomento de actitudes ambientales en los estudiantes del grado 7-1. ...
Este estudio se construye con el objetivo de contribuir al fomento de actitudes ambientales a través de la gamificación en los estudiantes de séptimo grado de la Institución Educativa Rural José Asunción Silva en el Valle del Guamuez. Inicialmente, se identifica el nivel de actitudes ambientales mediante un pretest, dando paso al diseño e implementación de la gamificación. La propuesta contiene una serie de ambientes gamificados, utilizando aplicativos virtuales y elementos de juegos, con el fin de promover el desarrollo de buenos hábitos ambientales; es decir, que cada estudiante sea capaz de tomar las mejores decisiones ante una problemática ambiental que se genera desde pequeños contextos educativos como son los colegios. Posteriormente, se hace un análisis de la aplicación de la propuesta encaminada a desarrollar y mejorar dichas actitudes. Esta investigación se rige bajo un paradigma mixto, con enfoque crítico social e investigación de tipo cuasi experimental.
... According to recent research, game-based learning significantly boosts motivation (Koparan, 2021). The findings of studies demonstrating the beneficial effects of digital games on motivation and variables related to motivation can be found in the literature (Bhandari, Hallowell & Correll, 2019;Grivokostopoulou, Kovas, & Perikos, 2019;Yang et al., 2020;Chang, Kao, Hwang & Lin, 2020;Tapingkae et al., 2020). As a result, in learning environments supported by game-based learning, students' motivation and performance toward learning rise (Hsu, Chen, & Cao, 2017). ...
This study was done to find out what students thought about the variables of
perceived control, perceived learning, perceived benefit, interest, motivation,
affective components, attitude, behavioral components, and learning experience
when using digital games in information and communication technologies
courses. As a case study, the study was created. 30 students from the
biochemistry department made up the study's research group. The tool for
gathering data was a semi-structured interview form. Data analysis was done
using the content analysis method. When the study's results were discussed,
students claimed that playing digital games improved their perceptions of their
level of control, interest in the subject, motivation, perceived value of the course,
learning experiences, and learning facilitation. Students also mentioned that they
felt a variety of positive emotions while using digital games, that they wanted to
play them constantly and willingly, and that their attitudes had improved. To
increase and enhance students' interest in the course, motivation, positive
attitudes and emotions, desire, and learning experiences, digital games can be
used in technology-focused courses.
... needs support. (Chevalier et al., 2022;Grivokostopoulou et al., 2019;Zhou et al., 2021) explained that business knowledge and skills can be acquired through extracurricular activities and can encourage boys and girls to study theory Business. Finally, entrepreneurial mentality is associated with negative emotions that predict self-management strategies, particularly in the face of business challenges. ...
This study aims to investigate the impact of entrepreneurship education and entrepreneurship promotion on new entrepreneurship through entrepreneurship among students working at Mojokerto. The sampling method used is a sampling method that uses the Slovin sample with a sample size of 225. The data analysis method used in this study is SEM-PLS (Structural Equation Modeling-Partial Least Square) using the Smart PLS version 3 software. This study uses two PLS calculation models: the external model) and the ( Inner Model). Model). According to the results of this study, business education was found to be beneficial to business innovation, business promotion has a positive effect on business development, and business education is helpful to business thinking. has a positive (+) impact on the market. Entrepreneurial spirit has been shown to promote entrepreneurial innovation through entrepreneurial education and entrepreneurial empowerment.
... The gamified environment can improve learning outcomes, as trainees maintain a high level of interest, fun, and engagement throughout the process (Garris et al., 2002). This finding aligns with other demonstrated benefits of gamified learning, such as improved academic performance (Grivokostopoulou et al., 2019) and higher levels of learning interest and motivation (Bhandari et al., 2019;Chang et al., 2020). Gamified learning has been widely applied in various fields and disciplines, integrating various teaching theories (Zainuddin et al., 2020), two-tier testing , self-determination theory (Jones et al., 2022), prediction-observation-explanation learning strategy (Yang & Chen, 2023), among others. ...
This research delves into the integration of the CDIO framework and gamified learning into a web crawling system, aiming to elevate the innovation and practical skills of corporate trainees. The study examines the effects on learning achievement, immersion, and behavioral intentions among corporate trainees. Results indicate that those utilizing the gamified web crawling learning system exhibit enhanced learning achievement. HMSAM analysis unveils notable standardized path coefficients, wherein perceived ease of use positively influences perceived usefulness, curiosity, joy, and control. Perceived usefulness and joy significantly impact behavioral intention to use, prompting corporate trainees to express a continued willingness to use the system. These findings deepen our comprehension of CDIO and gamified learning applications in corporate education and training, emphasizing the importance of aligning educational tools with the interests and preferences of corporate trainees.
