Game-based entrepreneurship education: impact on attitudes, behaviours and intentions

Abstract

Despite the worldwide increasing interest in entrepreneurship education (EE), little attention has been paid to the game approach as a useful instrument for boosting entrepreneurial attitudes, entrepreneurial intentions and entrepreneurial behaviour. This contribution utilised a structured questionnaire to analyse a new scale tested on a first sample of 41 participants. As a primary basis for further research, this work assesses the impact of game elements in EE with 42 items. In particular, by conducting linear regression analyses the study draws special attention to significant positive impacts of key game elements in EE such as indicators of flow on entrepreneurial attitudes, intention and behaviour, whereas indicators of curiosity appear to decrease entrepreneurial intention and the probability of starting a business. Explanatory factor analyses, and Cronbach's alpha confirm the reliability and validity of the construct. In addition, the findings of this currently neglected issue call for more research to be done on web-based teaching methods in EE, which are considered to be essential not only to academia, but also to business, potential entrepreneurs and policy makers.

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