Serious Games in Entrepreneurship Education: A Learner Satisfaction and Theory of Planned Behaviour Approaches

This study aimed to understand whether serious games in entrepreneurship education can improve the antecedents and entrepreneurial intention. Serious games are defined as tools designed to educate or train through entertainment, and providing environments that facilitate deeper learning. A pre-test,...

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Bibliographic Details
Published in:The Journal of entrepreneurship 2023-03, Vol.32 (1), p.157-181
Main Authors: Martins, Izaias, Perez, Juan Pablo P., Osorio, Diana, Mesa, Jorge
Format: Article
Language:English
Subjects:
Computer & video games
Educational software
Entertainment
Entrepreneurs
Entrepreneurship
Entrepreneurship education
Games
Perceived control
Quasi-experimental methods
Teaching
Tests
Theory of planned behavior
Undergraduate students
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Summary:This study aimed to understand whether serious games in entrepreneurship education can improve the antecedents and entrepreneurial intention. Serious games are defined as tools designed to educate or train through entertainment, and providing environments that facilitate deeper learning. A pre-test, post-test quasi-experimental design was used by considering 963 undergraduate students. This study adopted analysis techniques such as one-way repeated measures analysis of variance, two-sample t-test and structural equation modelling to test the hypotheses. The findings show that students in the treatment group increased their attitudes, perceived control, and overall entrepreneurial intention compared to the control group. Equally important is highlighting the positive relationship between learner satisfaction using serious games and the antecedents of entrepreneurial intention in the treatment group. These findings provide insights into the discussions that remain open about the effects of entrepreneurship education on the intention by revealing the impact of specific benefits for students derived from serious games in the course. The study also has broader implications for the theory and practice of teaching entrepreneurship.
ISSN:0971-3557
0973-0745
DOI:10.1177/09713557231158207