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Technology, Knowledge and Learning
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03-05-2024 | Original research

The Contribution of FLIGBY to the Entrepreneurial Learning Outcomes

Authors: Fernando Almeida, Zoltan Buzady

Published in: Technology, Knowledge and Learning | Issue 3/2024

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Abstract

This study explores the contribution of serious game teaching technology, such as FLIGBY, to the development of entrepreneurial learning outcomes in the context of an entrepreneurship course in higher education. The sample is composed of 551 students through the construction of a randomized pretest-posttest control group. A quantitative methodology is adopted through the development of a structured equation model that seeks to assess the effectiveness of FLIGBY in the development of three constructs related to the development of entrepreneurial skills, reduction in the perception of barriers associated with entrepreneurial activity and increase the entrepreneurial intention. The findings reveal that FLIGBY can effectively contribute to the development of the first two constructs. However, we found that it has no effect on the third construct because it was not possible to identify significant differences in the entrepreneurial intention of FLIGBY students with those of the control group. The results of this study are relevant in extending the understanding of the impact of adopting a serious game in the context of entrepreneurship education and also supports their role in the development of more immersive and student-centered training.
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Metadata
Title
The Contribution of FLIGBY to the Entrepreneurial Learning Outcomes
Authors
Fernando Almeida
Zoltan Buzady
Publication date
03-05-2024
Publisher
Springer Netherlands
Published in
Technology, Knowledge and Learning / Issue 3/2024
Print ISSN: 2211-1662
Electronic ISSN: 2211-1670
DOI
https://doi.org/10.1007/s10758-024-09729-2

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