The effect of mobile business simulation games in entrepreneurship education: a quasi-experiment

Do entrepreneurship education activities have an impact on entrepreneurial behavior? An application of behavioral entrepreneurial intention

Many of the world's most prosperous and secure nations owe much of their success to the contributions of their entrepreneurial spirit. Indian youth unemployment is among the worst in the world, posing serious problems for a country with the youngest population. Using the framework of planned behavior theory, this research examines how entrepreneurship courses affect future plans to start a business. We developed a theoretical framework by investigating the effect of college-level entrepreneurial programs on regional prosperity and quality of life. The research offers data from China on the connection between entrepreneurship education and the desire to start a business. The hypotheses indicate the mediating function of entrepreneurial skills in this relationship. If universities and colleges want their students to have an entrepreneurial attitude and launch successful businesses, they need to improve the way they teach entrepreneurship. The impact of entrepreneurship education and an entrepreneurial mentality on the choice to establish a company was studied by academics in the Chinese region from September 2021 to June 2022. The study's overarching goal was to investigate the connections between formal entrepreneurship education, attitudes toward entrepreneurship, the idea of planned behavior, an entrepreneurial mindset, and creative intent. We used an econometrically sound partial least squares structural equation model (PLS-SEM) to do the necessary empirical computations. Education in entrepreneurship, an attitude conducive to starting a firm, the notion of planned behavior, and an entrepreneurial mindset all positively correlate with the choice to do so. The impulse to launch a new venture is highly correlated with a person's level of creativity. These findings make it quite evident that, in order to achieve the dual goals of economic development and poverty reduction, the government must increase spending and advocate for a shift in the way enterprises are organized.

Assessing the impact of entrepreneurial education activity on entrepreneurial intention and behavior: role of behavioral entrepreneurial mindset

This study explores the relationship between Entrepreneurship Education (EE) and Entrepreneurial Intentions (EI) using the Theory of Planned Behavior (TPB). From January through May of 2022, students from 10 Chinese institutions were surveyed using an online questionnaire. According to the research, students' EI scores rose significantly after participating in EE. In addition, students in China had a more significant impact on EI regarding factors like perceived feasibility and desirability. This study extends the body of knowledge about the connection between prior exposure and early intervention (EI) by demonstrating the beneficial effects of PE on EI. In addition, the results suggest that girls have lower EI than males, which is good news for gender equality. Lastly, the behavioral entrepreneur attitude has a favorable correlation with EI. Policymakers and university administrators might use the findings to understand better how and when extracurricular activities (EE) improve students' emotional intelligence (EI). A pioneering empirical study in a developing South-Asian setting shows the relevance of EE on EI among students at private universities. According to the study, EE generates EI, and entrepreneurial enthusiasm is crucial.

The relation between players' motivation, virtual communities and stickiness in augmented reality games

Purpose

The purpose of this research was to explore the stickiness of players' motivation in a virtual community and to explore the important factors for gamers.

Design/methodology/approach

In this research, motivation was the independent variable; the virtual community was the mediator; and stickiness was the dependent variable. An online questionnaire survey was conducted, with users of augmented reality (AR) as the research objects. Statistical analysis was carried out using SPSS and AMOS software to verify the research model and research hypotheses, to understand the relation between player motivation and stickiness and to determine whether there were any changes in the virtual community.

Findings

The authors found that the relation between players' motivation in AR-based games and the virtual community had a significant positive impact. Ingress had a significant positive impact on the virtual community and stickiness, and Pokémon had a significant positive impact too. The virtual community of the Ingress game played a completely mediating role in motivation and stickiness, but the virtual community in Pokémon did not have a mediating effect.

Originality/value

The novel approach adopted in this study enabled us to determine the causal relation between player motivation, the virtual community and stickiness, on the basis of the theoretical framework formulated, and the latter was used to construct a path analysis model diagram. The correlation between motivation and the virtual community, between the virtual community and stickiness, and the causal relation between all three was verified. The study results and conclusions may help companies understand how to use virtual communities in AR games to improve stickiness and motivate gamers to continue playing.

The effect of student self-efficacy on learning outcomes in a business simulation mobile game: a quasi-experimental study

Purpose

This study has two objectives: to explore the factors that influence student self-efficacy regarding engagement and learning outcomes in a business simulation game course and to compare the difference between hierarchical and general teaching methods.

Design/methodology/approach

From September 2021 to May 2022, a questionnaire was administered to 126 students in a business simulation game course at the Zhongshan Institute, University of Electronic Science and Technology of China. Data were analyzed using nonparametric paired samples tests and linear regression.

Findings

The results showed that student self-efficacy, engagement and learning outcomes were significantly higher with the hierarchical teaching method than with the general teaching method. There were also differences in the factors that influenced self-efficacy regarding learning outcomes between the two teaching methods. With the general teaching method, student self-efficacy did not directly affect learning outcomes, but did so indirectly by mediating the effect of engagement. However, with the hierarchical teaching method, self-efficacy directly and significantly affected learning outcomes, in addition to indirectly affecting learning outcomes through student engagement.

Research limitations/implications

Compared with the control group experimental research method, the quasi-experimental research method can eliminate the influence of sample heterogeneity itself, but the state of the same sample may change at different times, which is not necessarily caused by the hierarchical teaching design.

Practical implications

Based on the results of this study, teachers can apply hierarchical teaching according to student ability levels when integrating business simulation games. The results of this study can inspire teachers to protect student self-confidence and make teaching objectives and specific requirements clear in the beginning of the course, and also provide an important practical suggestion for students on how to improve their course performance.

Social implications

The research results can be extended to other courses. Teachers can improve students' self-efficacy through hierarchical teaching design, thus improving students' learning performance and also provide reference value for students to improve their learning performance.

Originality/value

This study built a model based on self-system model of motivational development (SSMMD) theory, comparing factors that affect student self-efficacy regarding learning outcomes under different teaching methods. The model enriches the literature on SSMMD theory as applied to business simulation game courses and adds to our understanding of hierarchical teaching methods in this field. The results provide a valuable reference for teachers that can improve teaching methods and learning outcomes.