Experience with Entrepreneurship Learning Using Serious Games

Autor/in	Almeida, Fernando
Titel	Experience with Entrepreneurship Learning Using Serious Games
Quelle	In: Cypriot Journal of Educational Sciences, 12 (2017) 2, S.69-80 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-905X
Schlagwörter	Entrepreneurship; Social Responsibility; Teaching Methods; Educational Games; Skill Development; College Students; Student Surveys; Student Attitudes; Statistical Analysis; Computer Science Education; Engineering Education; Questionnaires; Simulation; Computer Games; Educational Technology; Technology Uses in Education; Foreign Countries; Portugal + Suchen Sie Ihr Suchwort? Unternehmungsgeist; Soziale Verantwortung; Teaching method; Lehrmethode; Unterrichtsmethode; Educational game; Lernspiel; Kompetenzentwicklung; Qualifikationsentwicklung; Collegestudent; Schülerbefragung; Schülerverhalten; Statistische Analyse; Computer science lessons; Informatikunterricht; Ingenieurausbildung; Fragebogen; Simulation program; Simulationsprogramm; Computer game; Computerspiel; Computerspiele; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland
Abstract	The teaching of entrepreneurship is currently a fundamental pillar in the construction of social responsibility with strong impact on the future economic development of society. The use of serious games in the entrepreneurship field is a way of encouraging students' motivation to become entrepreneurs and develop their skills in the field. In this paper, we describe the experience of using a serious game in the entrepreneurship field in the context of the classroom. For that, we adopt a quantitative research technique based on a survey research to measure the different characteristics experienced by higher education students when using serious games in the classroom to learn entrepreneurship. The students have multidisciplinary competences, coming from courses with strong emphasis in the area of management and technology. The use of the serious game allowed students to develop skills mainly in terms of innovation, leadership, strategic thinking, problem solving, business launch and risk management. On the other side, there were no significant benefits in terms of accounting skills, compliance with regulations, interpersonal, communication, and self-control and discipline. (As Provided).
Anmerkungen	SciencePark Research, Organization & Counseling. P.O. Box 22912, Nicosa 1525, Cyprus. e-mail: editor.cjes@gmail.com; Web site: www.cjes.eu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01