创业教育中的严肃游戏:学习者满意度和计划行为方法理论

IF 0.7 Q4 ENGINEERING, AEROSPACE
Izaias Martins, J. P. Pérez, Diana Osorio, Jorge Mesa
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引用次数: 0

摘要

本研究旨在了解创业教育中的严肃游戏是否能改善前因和创业意向。严肃游戏被定义为旨在通过娱乐进行教育或训练的工具,并提供促进深度学习的环境。采用前测、后测准实验设计对963名大学生进行调查。本研究采用单向重复测量方差分析、双样本t检验和结构方程模型等分析技术对假设进行检验。研究结果显示,实验组学生的态度、知觉控制和整体创业意向较对照组有所提高。同样重要的是强调使用严肃游戏的学习者满意度与治疗组创业意向前因之间的正相关关系。这些发现通过揭示课程中严肃游戏对学生的具体益处的影响,为关于创业教育对意向的影响的公开讨论提供了见解。本研究对创业教学的理论和实践也有更广泛的启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Serious Games in Entrepreneurship Education: A Learner Satisfaction and Theory of Planned Behaviour Approaches
This study aimed to understand whether serious games in entrepreneurship education can improve the antecedents and entrepreneurial intention. Serious games are defined as tools designed to educate or train through entertainment, and providing environments that facilitate deeper learning. A pre-test, post-test quasi-experimental design was used by considering 963 undergraduate students. This study adopted analysis techniques such as one-way repeated measures analysis of variance, two-sample t-test and structural equation modelling to test the hypotheses. The findings show that students in the treatment group increased their attitudes, perceived control, and overall entrepreneurial intention compared to the control group. Equally important is highlighting the positive relationship between learner satisfaction using serious games and the antecedents of entrepreneurial intention in the treatment group. These findings provide insights into the discussions that remain open about the effects of entrepreneurship education on the intention by revealing the impact of specific benefits for students derived from serious games in the course. The study also has broader implications for the theory and practice of teaching entrepreneurship.
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来源期刊
CiteScore
1.90
自引率
14.30%
发文量
28
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