![]() The results showed that the success of the implementation of learning at YEA was influenced by 3 aspects, namely planning, implementation, and evaluation. This research is descriptive qualitative research with data collection techniques are observation, interviews, and documentation. gamification based on experiential learning. This study aims to identify and reveal the success, learning experiences and impacts of implementing entrepreneurial learning at YEA using the YEA method. P> Abstract: Young Entrepreneur Academy is one of the non-formal institutions that has succeeded in providing entrepreneurship education and training in Indonesia up to 41 generations since 2007. The study will also generate insights after simulation sessions with students through educational data mining (EDM) of the resulting logs. ![]() The simulation core engine shall interface with a Learning Management System (LMS). The expected output will be a simulation environment resulting from multiple design-build-implement iterations. The design and selection of technologies will follow evaluation frameworks on the effectiveness of entrepreneurship teaching simulation environments: fidelity, verification, and validity. ![]() It aims to design and build, using existing open-source frameworks, a simulation environment specifically for technology entrepreneurship, with the choice of technology entrepreneurship forcing novelty and relative market uncertainty in product offerings. This study focuses on the agent-based computer simulation approach. Recent entrepreneurial experiential learning attempts include starting and running a business and using computer simulations to reduce time and cost. Yet, traditional teaching methods in entrepreneurship came from business management education practices: lectures, case studies, and group discussions-mostly ineffective because entrepreneurship is more dynamic and non-linear. Entrepreneurship education, therefore, needs to be non-linear. It involves continuously pursuing novel or better products and business models amidst constraints, uncertainty, and constant change among participants (or "agents") in the ecosystem. These results provide insight into how interactions between different factors can lead to the generation of EI which can help stakeholders to drive entrepreneurship and to promote to a greater extent these gamified training courses in the classroom in order to improve the attitude of individuals towards entrepreneurship and the perception of their capabilities, among others.Įntrepreneurship is complex and dynamic. Also, how gamification interrelates with the TPB variables to explain the occurrence or non-occurrence of EI. The results show how different configurations of explanatory conditions allow us to understand the presence of EI (two combinations) as well as the non-presence (three combinations). For this purpose, the Fuzzy Set Qualitative Comparative Analysis (fsQCA) is used in a sample of 333 Spanish university students. Thus, the aim of this study is twofold: to analyse whether the use of gamification is linked to the variables included in the TPB, to determine the development of EI to examine which combinations of variables may lead to the occurrence and non-occurrence of EI. This means that the use of other methodologies that are capable of capturing the causal asymmetry, equifinality and configurational complexity that occur when explaining EI, can provide great value to both educational institutions and researchers and practitioners. And not only that, but traditional methods, to which we are accustomed, are not able to capture this complexity. This study is interesting because entrepreneurial behavior is complex, which means that it is not only the TPB variables that are able to explain such behavior but there may be other variables that help us to understand it. Classical models such as the Theory of Planned Behavior (TPB) have been used to understand the interactions between the variables that predict EI, although we have not seen, at least to our knowledge, studies that employ this basic theory with gamification and use the QCA methodology that allows us to know how different combinations of TPB conditions together with gamification can lead to the presence or absence of EI. Studies related to gamification and EI are scarce and conducted in isolation, but despite being few, thanks to them we know that gamification is important for the generation of entrepreneurial intentions (EI).
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