Abstract:

Entrepreneurial competences are considered crucial for life, impacting personal growth, career development, and overall fulfillment. Despite extensive research in entrepreneurship education (EE), there is still no consensus regarding the best method for teaching entrepreneurial competences. One emerging approach in EE is the use of game-based learning, particularly serious games, which enable students to engage in active and experiential learning by simulating the entrepreneurial process, offering a safe environment where students can take risks and learn from failure without facing real-world consequences. However, there are still debate over the effectiveness of serious games in fostering entrepreneurial competences, as conflicting research findings persist. This study aims to evaluate the impact of serious games on the development of entrepreneurial competence, self-efficacy, and intention, and, thereby, contribute to clarifying the usefulness of this approach in entrepreneurship education.

In this study, we surveyed 76 graduate students using a convenience sampling method and self-administered questionnaires. We employed a pre-test post-test design to measure the effects of a gaming session. All students completed surveys before and after the session. Statistical analysis with SPSS software was used to determine if the game experience significantly enhanced their entrepreneurial competencies (ideas, resources, and implementation), entrepreneurial intention, and self-efficacy.

Our study confirms that game-based learning effectively enhances students' entrepreneurial competence in idea generation, resource utilization, and implementing ideas. It also boosts their self-efficacy. However, it doesn't significantly impact their entrepreneurial intention. Importantly, the effectiveness depends on students' prior gaming experience, particularly regarding specific facets of entrepreneurial competence and self-efficacy. In terms of gender, women benefit more in terms of self-efficacy compared to men. Additionally, the students' field of study influences the outcomes, with applied sciences students showing significant improvements in areas like idea generation, entrepreneurial intention, and self-efficacy, compared to students from natural sciences.

This study demonstrates the effectiveness of game-based learning in enhancing entrepreneurial competence and self-efficacy. Particularly, it reveals the positive impact on women and applied science students, a previously unexplored finding. These results emphasize the importance of integrating Serious Games into entrepreneurship education to develop key competences for students' careers, whether as entrepreneurs or employees. Consequently, the study underscores the need for more serious games tailored for entrepreneurship classes and raises awareness among educators about the advantages of game-based learning in their teaching methods.

Keywords:

Entrepreneurial competences, game-based learning, serious games, self-efficacy.