Serious Games in Entrepreneurship Education

Serious Games in Entrepreneurship Education

Fernando Almeida, Jorge Simões
Copyright: © 2019 |Pages: 11
DOI: 10.4018/978-1-5225-7766-9.ch001
OnDemand:
(Individual Chapters)
Available
$37.50
Current Special Offers
No Current Special Offers
TOTAL SAVINGS: $37.50

Abstract

One of the main strategies for fostering the entrepreneurial mindset in students has been the development of training activities inside and outside classrooms using serious games. The chapter makes a brief description regarding five serious games initiatives that intend to promote and facilitate entrepreneurship education for different educational stages. Furthermore, the authors discuss the key benefits and challenges by the introduction of serious games in the learning process. The authors concluded by identifying that serious games have the potentiality of improving the learning process by providing an immersive experience for students that increases their motivation and potentiates the acquisition of multidisciplinary competencies. However, there are some challenges that should be properly considered and mitigated, namely in terms of assessing learning goals, integration with didactical systems, and support for different styles of learning.
Chapter Preview
Top

Background

According to Belloti et al. (2014), entrepreneurship is “a personal skill and motivation which draws a person to engage his abilities and efforts in the creation of new products and services”. The European Commission defines entrepreneurship as “an individual's creative capacity, independently or within an organization, to identify an opportunity and to pursue it in order to produce new value or economic success” (Carvalho et al., 2012). Entrepreneurship education is often seen as a way to foster economic growth and to deal with economic crisis (Allegra, 2013). However, entrepreneurship education is often pointed as immature, not sufficiently integrated in schools curricula and not adequately addressed by national policies, particularly in European countries (Allegra et al., 2013; Belloti et al., 2014).

Complete Chapter List

Search this Book:
Reset