Abstract:

In the evolving landscape of modern education, the integration of entertainment into learning - known as 'edutainment' - presents both a challenge and an opportunity. This paper highlights how the buGAM project embodies the convergence of edutainment with business education, showcasing a pedagogical innovation in teaching international entrepreneurship.

Edutainment, at its core, challenges the traditional paradigms of education by incorporating elements of gaming, storytelling, and interactive media to enhance learning experiences. This approach has become increasingly relevant in the digital age, where engagement and interaction play pivotal roles in educational effectiveness. The buGAM project, a strategic business simulation game, serves as a quintessential example of edutainment in action. It demonstrates how business simulations, as an educational tool, can capture the imagination and interest of students while imparting critical business acumen.

The buGAM project allows students to immerse themselves in the setting and operation of a virtual company, navigating the intricacies of international business environments. This simulation not only educates but also engages students in a dynamic and interactive learning process. By simulating real-world business challenges, buGAM provides an experiential learning platform where theoretical knowledge is applied in practical scenarios. This method is particularly effective in the field of international entrepreneurship, a domain that demands a nuanced understanding of diverse business cultures and global market dynamics.

Furthermore, the paper discusses the opportunities presented by the buGAM project in the context of modern educational needs. The game's online accessibility makes it an invaluable resource, especially during times like the recent global pandemic, where traditional education systems have been disrupted. The flexibility of the buGAM simulation allows for seamless integration into various teaching formats, be it in-person, hybrid, or fully remote learning environments.

Moreover, the buGAM project exemplifies pedagogical innovation by transcending the boundaries of conventional lecture-based teaching. The interactive nature of the game fosters enhanced student engagement and motivation. Participants are not mere observers but active players who make strategic decisions, face the consequences of their actions, and learn through a process of trial and error in a risk-free environment. This immersive experience is key to understanding the complexities of entrepreneurship and developing essential business skills.

The paper also delves into how the buGAM project aligns with contemporary educational trends, including the shift towards more student-centered learning and the increasing emphasis on skills such as critical thinking, problem-solving, and adaptability. By incorporating these elements, the buGAM simulation emerges as a powerful tool in shaping future entrepreneurs who are well-equipped to navigate the challenges of the global business landscape.

In conclusion, the buGAM project is not only a testament to the effectiveness of business simulations in education but also a beacon for the potential of edutainment in academic settings. It stands as a prime example of how innovative teaching methods can be employed to create engaging, impactful, and comprehensive learning experiences in the field of international entrepreneurship.

Keywords:

Edutainment, business simulation, international entrepreneurship.