The impact of gamification on entrepreneurial Intention in a Brazilian technical business school
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Abstract
This paper aims to evaluate the impact of gamification as a practice of teaching entrepreneurship on the entrepreneurial intention. We applied the FishBanks simulation to entrepreneurship classes of a Brazilian technical business course at the Federal Institute of Rio Grande do Norte (IFRN). We adopted as an identification strategy the use of the methods of difference-in-differences, combined with propensity score matching and quantile regression to investigate the impact of gamification on entrepreneurial intention of the students of a technical business course. The sample was composed of 191 students on a longitudinal panel of two periods, with 106 students in the treatment
group and 85 students in the control group, totaling 382 observations. The results indicate a positive and statistically significant impact of the use of the business game on the entrepreneurial intention. Furthermore, we observed a higher impact of gamification in entrepreneurial intention of the students in the first quartile of the entrepreneurial intention.
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Melo, F. L. N. B. de, Soares, A. M. J., Sampaio, L. M. B., & Oliveira, R. L.- de-. (2022). The impact of gamification on entrepreneurial Intention in a Brazilian technical business school. Brazilian Administration Review, 20(1), e210033. https://doi.org/10.1590/1807-7692bar2023210033
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Buil, I., Catalán, S., & Martínez, E. (2020). Engagement in business simulation games: A self‐system model of motivational development. British Journal of Educational Technology, 51(1), 297-311. https://doi.org/10.1111/bjet.12762
Catalán S. G, & Salinas, E. M. (2018). Favorecer el ‘estado de flow’. La clave de los juegos de simulación empresarial. Journal of Management and Business Education, 1(2), 140-159. https://doi.org/10.35564/jmbe.2018.0011
Chen, L., Ifenthaler, D., & Yau, J. Y. K. (2021). Online and blended entrepreneurship education: A systematic review of applied educational technologies. Entrepreneurship Education, 4(2), 191-232. https://doi.org/10.1007/s41959-021-00047-7
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011, September). From game design elements to gamefulness: Defining" gamification". Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments, 9-15. https://doi.org/10.1145/2181037.2181040
Dornelas, J. C. A. (2008), Empreendedorismo. Elsevier Brasil.
Esfandiar, K., Sharifi-Tehrani, M., Pratt, S., & Altinay, L. (2019). Understanding entrepreneurial intentions: A developed integrated structural model approach. Journal of Business Research, 94, 172-182. https://doi.org/10.1016/j.jbusres.2017.10.045
Fayolle, A., & Gailly, B. (2015). The impact of entrepreneurship education on entrepreneurial attitudes and intention: Hysteresis and persistence. Journal of Small Business Management, 53(1), 75–93. https://doi.org/10.1111/jsbm.12065
Fellnhofer, 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.2018.10009001
Fernández-Pérez, V., Montes-Merino, A., Rodríguez-Ariza, L., & Galicia, P. E. A. (2019). Emotional competencies and cognitive antecedents in shaping student’s entrepreneurial intention: the moderating role of entrepreneurship education. International Entrepreneurship and Management Journal, 15(1), 281-305. https://doi.org/10.1007/s11365-017-0438-7
Fox, J., Pittaway, L., & Uzuegbunam, I. (2018). Simulations in entrepreneurship education: Serious games and learning through play. Entrepreneurship Education and Pedagogy, 1(1), 61-89. https://doi.org/10.1177/2515127417737285.
Fretschner, M., & Lampe, H. W. (2019). Detecting hidden sorting and alignment effects of entrepreneurship education. Journal of Small Business Management, 57(4), 1712-1737. https://doi.org/10.1111/jsbm.12448
Grivokostopoulou, 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
Hahn, D., Minola, T., Van Gils, A., & Huybrechts, J. (2017). Entrepreneurial education and learning at universities: Exploring multilevel contingencies. Entrepreneurship & Regional Development, 29(9-10), 945-974. https://doi.org/10.1080/08985626.2017.1376542
Halim, F. A., Malim, M. R., Hamdan, S. I., Salehan, A., & Kamaruzzaman, F. S. (2019). Factors affecting entrepreneurial intention among IKN students. Proceedings of the Third International Conference on Computing, Mathematics and Statistics (iCMS2017), pp. 545-554. Springer, Singapore.
Hamari, J., & koivisto, J. (2015). Why do people use gamification services? International Journal of Information Management, 35(4), 419-431. https://doi.org/10.1016/j.ijinfomgt.2015.04.006
Hamzah, H., Yahya, Z., Sarip, A. G., & Mohd Adnan, Y. (2016). Impact of entrepreneurship education programme (EEP) on entrepreneurial intention of real estate graduates. Pacific Rim Property Research Journal, 22(1), 17-29. https://doi.org/10.1080/14445921.2016.1158897
Instituto Federal de Educação Ciência e Tecnologia do Rio Grande do Norte (2020). Relatórios de Gestão. IFRN. https://portal.ifrn.edu.br/acessoainformacao/relatorios-de-gestao
Isabelle, D. A. (2020). Gamification of entrepreneurship education. Decision Sciences Journal of Innovative Education, 18(2), 203-223. https://doi.org/10.1111/dsji.12203.
Jones, P., Maas, G., Dobson, S., Newbery, R., Agyapong, D., & Matlay, H. (2018). Entrepreneurship in Africa, part 2: Entrepreneurial education and eco-systems. Journal of Small Business and Enterprise Development, 25(4), 550-553. https://doi.org/10.1108/JSBED-08-2018-400.
Jones, C. (2019). A signature pedagogy for entrepreneurship education. Journal of Small Business and Enterprise Development, 26(2), 243-254. https://doi.org/10.1108/JSBED-03-2018-0080
Kauppinen, 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
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