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Entrepreneurial Education Via Serious Games
Entrepreneurial Education Via Serious Games
Abstract
Entrepreneurship education continues to grow and develop worldwide. This article
seeks to expand knowledge and understanding of educational practice in entrepre-
neurship by focusing on serious games, specifically computer simulations which
model entrepreneurship. This paper begins by reviewing the entrepreneurship edu-
cation literature to consider the role of simulations, explores the nature of serious
games, and assesses the role of such games in simulating entrepreneurial learning.
This research uses systematic literature review techniques to collect data on serious
games, analyzes these games and provides five detailed case studies on the games.
The paper concludes with a discussion of what serious games currently simulate in
entrepreneurial learning, and directions for future research.
Keywords
serious games, simulations, education, learning
1
College of Business, Ohio University, Athens, OH, USA
Corresponding Author:
Joe Fox, Entrepreneurship and Instructional Technology, College of Business, Ohio University, Athens,
OH 45701, USA.
Email: jf496715@ohio.edu
62 Entrepreneurship Education and Pedagogy 1(1)
Introduction
The rapid pace of growth in entrepreneurship education has been well docu-
mented (Fayolle, Verzat, & Wapshott, 2016; Katz, 2003; Pittaway & Cope,
2007b).1 From a subject matter focused principally on small business manage-
ment in the United States, the field has grown to cover many contexts and most
countries. In addition, the scope of entrepreneurship education has broadened,
rapidly spreading across disciplines in the university setting and permeating
different levels within educational systems (Morris, Kuratko, & Cornwell,
2013; Neck & Greene, 2011). Despite this landscape of increasing demand and
diversification, the intellectual foundations of educational practice in the field
remain underdeveloped (Loi, Castriotta, & Chiara Di Guardo, 2016; Pittaway &
Cope, 2007b). There is a void between current theoretical understanding of the
entrepreneurship process as it applies to opportunity recognition, evaluation,
and exploitation, and its simulation2 in educational practice.
Prior reviews of the literature suggest that the field of entrepreneurship educa-
tion is becoming increasingly fragmented, where little is known and incorpo-
rated about actual practices and their veracity (Ge & Peng, 2012; Gorman,
Hanlon, & King, 1997; Naia, Rui, Januario, & Trigo, 2014; Pittaway & Cope,
2007b). Fayolle (2013) argues that what is known in the entrepreneurship
educational environment is often considered to be anecdotal and lacking in
rigor. Concluding a recent special issue in entrepreneurship education, Fayolle
et al. (2016) highlight that entrepreneurship education needs to (a) reflect a
better understanding of the skills and competencies it aims to create; (b) provide
more effective methods for evaluating educational pedagogies; and (c) undertake
more rigorous studies of educational effectiveness.
The purpose of this article is to consider the extent to which current educa-
tional practices in the field of entrepreneurship are consistent with current
understanding of the entrepreneurial process, and associated skills and compe-
tencies. We focus on whether serious games, in the form of computer simula-
tions, are in fact simulating the process of entrepreneurial learning as part of the
practice contributing to the overall advancement of entrepreneurship education.
We evaluate whether serious games used in the context of entrepreneurship
education fulfill the dimensions of fidelity, verification, and validation. While
previous research has proven the perceived effectiveness of serious games of the
players, specifically entrepreneurship simulation games in learning environments
(Kriz & Auchter, 2016), additional research is required to better understand
what the games contain to further education of entrepreneurs.
The article will begin by considering entrepreneurship education and the role
of simulations as part of that ecosystem. Here, we introduce the concept of
serious games and then consider its treatment in the entrepreneurship education
literature, in terms of its role in the educational process. We then consider what
specific skills and competencies games might aim to simulate and relate those
Fox et al. 63
Fidelity
Fidelity refers to the amount of realism in a simulation (Pellegrino & Scott,
2004). Though some amount of fidelity is essential in serious games, prior
research suggests that excessive fidelity can be problematic (Billhardt, 2004).
In entrepreneurship simulations, for example, Hindle (2002, p. 238) argues
that students need ‘‘adequate suspension of disbelief.’’ That is, students need
credible scenarios that will provide enough challenge, without overwhelming the
player with detail, since actions need to be executed within an appropriate time-
frame (Hindle, 2002).
Creating the right blend of fidelity ensures that learners enjoy the game and
remain engaged (Maguire, Van Lent, Prensky, & Tarr, 2003). Relaxing the fidel-
ity of a game does not negatively impact learning outcomes, and doing so can
enhance fun and engagement (Vogel et al., 2006). Being too realistic, therefore, is
not necessarily the aim of a serious game, for example, Low et al. (1994) argue
that, ‘‘the ideal game will be rich enough to capture critical aspects of the entre-
preneurial process, but sufficiently simple to minimize the danger of confounding
factors’’ (p. 384). This statement highlights the important opportunity for entre-
preneurship simulations as they can assist learners in avoiding some of the most
painful life lessons one might encounter launching a real company.
Verification
Verification focuses on ensuring whether the simulation is working, and model-
ing the scenario and variables as intended. Verification ensures technical
Fox et al. 65
reliability, and in the gaming context, it is often focused on testing and retesting,
as well as, upgrades, updates, and patches. Prior research in entrepreneurship
education has found technical reliability to be essential for effective student
engagement within the classroom setting (Hindle, 2002). Technical reliability
can be impeded or enhanced by the trainer. Thus, verification also includes
factors, such as, intuitiveness of the game interface and the prior training of
the trainer (Low et al., 1994).
As research is sparse on the technical aspects of such games, it is important to
inject the idea of uncertainty into this discussion as it can be a difficult concept to
model. As McMullen and Shepherd (2006) note, actions taken by entrepreneurs
involving innovative new ideas are inherently uncertain, often creating situations
with unknown outcomes. This appears to confound some of the ideas in both
verification and validation, yet reconciliation is possible upon relaxing certain
aspects of each. Simulations should provide players with the tools they need to
create uncertainty, yet also the same power to react to uncertainty caused by the
game purposefully or through other circumstances.
Validation
Validation is the third criteria used in assessing serious games. It aims to ensure
that the simulation is designed to correctly model the processes that exist in reality
(Pegden, Sadowski, & Shannon, 1995). In this criterion, there are many issues in
entrepreneurship education. First, what definition of entrepreneurship is applied?
Entrepreneurship might be small business management, venture creation, or ven-
ture growth (Carland, Hoy, Boulton, & Carland, 1984; Shane & Venkataraman,
2000). It could be opportunity recognition or creation (Shepherd, 2015; Thrane,
Blenker, Korsgaard, & Neergaard, 2016) or innovation (Drucker, 2002;
Schumpeter, 1934), as well as, a number of other alternatives (Gartner &
Vesper, 1994). Shane and Venkataraman (2000) note that entrepreneurship
does not require creation of new organizations, and it is the role of innovation
which sets this apart from small business management (Carland et al., 1984).
Fayolle et al. (2016) emphasize that the nature of the ‘‘reality’’ the simulation
seeks to emulate has much scope for variation due to the underlying didactic
challenges. This is because of the need to account for the constraint of simulat-
ing reality where the outcomes are unknown due to innovative actions under-
taken by entrepreneurs (see McMullen & Shepherd, 2006). Thus, it appears that
the preponderance of uncertainty in the reality of entrepreneurship will compli-
cate the idea of creating a valid simulation. Nevertheless, it is possible to inject
uncertain situations, aligned with the current context a user is focused on,
through user controls and decisions. In doing so, the need to adequately
model the reality of uncertainty in entrepreneurship should be balanced with
the need to measure skills and competences, which is often enhanced by a more
standardized, set narrative.
66 Entrepreneurship Education and Pedagogy 1(1)
Fidelity Amount of realism Level of reality present in the game. Is this game
present in the game simulating a facet of the entrepreneurial process?
design Balance of reality and challenge appropriateness for
target learner. Can learners understand the
boundaries enough to perceive inherent
challenges?
Fun and potential for engagement
Verification Quality of the game’s Technical reliability, absence of technical or user
technical design glitches
Interface design, intuitiveness, and usability
Level of instructor training and involvement for
implementation
Validation Game’s coherence and Existence of an underlying narrative. Does the lear-
alignment with the ner impact this narrative?
simulated reality Underlying theory guiding the narrative.
Competence and skills focus of the game design.
What should entrepreneurs get out of playing a
simulation?
Note. Adapted from Feinstein and Cannon, 2002.
Reflective Learning
Reflective learning, for example, has been shown to be important in the consoli-
dation of outcomes from experiences and it comes in a number of different
forms. Games, if well designed, should encourage reflection. Decisions and
choices are made, the narrative progresses, and leads to performance outcomes
including win states. Decision stages are also likely to be more rapid from how
they might occur in reality and so feedback on outcomes is often instantaneous.
How well designed the links are between a game’s goals, outcomes, and feedback
will clearly impact on the value of the reflective outcomes for the learner. The
immediacy of feedback in games also offers some limitations for reflective prac-
tice. Too much immediacy may not allow space for ‘‘deeper’’ reflective learning
that often requires space away from the action (Cope, 2011; Tseng, 2013).
Situated Learning
Situated learning likewise offers considerations for game designers in entrepre-
neurship education. It is broadly recognized that learning in the entrepreneurial
context is an individual, team, and organizational phenomenon (karataş-Özkan,
2011; Taylor & Thorpe, 2004). Entrepreneurs learn from other stakeholders and
family members (Cruz, Howorth, & Hamilton, 2012; Hamilton, 2004).
Entrepreneurial processes are often team based and learning as a venture
Fox et al. 69
Methodology
The research method applied elements of a systematic literature review (SLR),
case study research, and playing serious games. We reviewed the gaming land-
scape using these elements of the SLR method to ensure transparency through-
out the process, used initial reviews to identify five case studies, and played the
five games in detail. During each step of the process, the conceptual review
criteria developed was applied to assess the games being evaluated.
Fox et al. 71
SLR methods have been developed in social science and management inquiry to
develop thematic reviews of particular subjects (Denyer & Neely, 2004;
Tranfield, Denyer, Marcos, & Burr, 2004). The emphasis in SLRs has been to
develop reviews that enable transparent, evidence-based evaluations of a field
that both abstract and synthesize a subject (Thorpe, Holt, Macpherson, &
Pittaway, 2005). The method was applied in this research to enable the system-
atic collection of serious games in entrepreneurship education. The steps that the
review conducted are as follows:
1. Search strings—a number of key words and search strings were developed
and tested to undertake searches. Key words such as ‘‘game,’’ ‘‘simulation,’’
‘‘small business,’’ ‘‘new venture,’’ and ‘‘entrepreneur’’ were identified and
constructed into common search strings.
2. Search strings were used in common search engines (e.g., Google) to seek out
an initial sample of serious games. Common search engines were preferred to
literature databases (e.g., Business Source Complete) due to the focus of the
search on games rather than literature.
3. During initial searches for games, a large number of results were identified.
These were reviewed by filtering in only web pages that had been updated in
the last year (2016). This approach was used as a means to uncover ‘‘active’’
products. Forty-one serious games were identified during this stage and these
are reported in Appendix 1.
4. Web pages for each game were reviewed in detail. As is common for SLRs,
inclusion and exclusion criteria (Pittaway, Holt, & Broad, 2014) were applied
to assess the relevance of the games in entrepreneurship education. Criteria
included aspects such as, topical fit, technical efficacy, misleading or false
advertising, and obsolescence (i.e., games were not being sold or updated).
At this stage, 17 of the games were excluded from the sample.
5. Of the 23 remaining games, 15 were excluded for definitional or scoping
reasons. They did not meet our definition as highlighted earlier in the article.
In most cases, these were true games focused on entertainment and were not
serious games focused on education. Other cases included the scope of what
the game facilitated—if the game’s scope included only a very narrow skill or
process useful to entrepreneurs, it was excluded as well. At this stage, one
game was excluded due to its lack of availability to the researchers.
6. The remaining eight games were analyzed more deeply using the review
criteria established and five of these were played in depth for additional ana-
lysis based on access.
Following the use of an SLR-like method to select the games for review, the
research conducted case studies. These case studies are assisted by ‘‘gaming play-
ing’’ as a method of data analysis. Case studies are a recognized and accepted
method in management research (Yin, 2014). Mayer, Bekebrede, et al. (2014)
72 Entrepreneurship Education and Pedagogy 1(1)
suggest that this methodology is one of many beneficial ways to explore the
functionality and purpose of serious games. In this study, the serious game
reviewed represents the ‘‘case,’’ and there are five such cases evaluated. The
case in this research is the ‘‘product’’ itself rather than a particular intervention
using the game (Baxter & Jack, 2008). Evidence on cases was collected by
review of secondary information, analysis of product design, and through
active engagement (play) with the products; therefore, multiple sources of evi-
dence were applied to our evaluation (Eisenhardt, 1989). We undertook a
purposeful sampling method as outlined by applying the SLR method to
our selection process (Gerring, 2005). These case studies represent illustrations
of the games available and are thus illustrative cases (Stacks, 2013). Our data
analysis incorporated using the review criteria established to evaluate games,
involved reviews and assessments of game design, and direct interaction with
the games through game playing. Aarseth (2003) suggests that failing to play
games under analysis leaves the researcher at risk for misunderstanding various
components and processes. Participating in games allows for mapping of the
various rules, win-states, and other critical mechanics that makeup a game
(Aarseth, 2003).
While this research uses a method common in instructional technology, there
are some limitations to be considered. Our cases formed around the ‘‘product’’
rather than around an ‘‘instructional intervention using the product.’’ We exam-
ined a large number of serious games, looked in detail at eight games, and
provided five cases studies but we did not observe how the game was used in
the classroom by an instructor. It is possible that some variations in our assess-
ment could be influenced by this mode of investigation, in particular, vicarious
and affective learning assessment may have been influenced. Future researchers
of this subject could expand our work by observing instructional practices and
technologies in the context of the classroom experience. From our literature
review work, however, it is recommended that such work uses multiple rather
than single case studies. In this study, our method of interrater reliability is
somewhat limited. The lead researcher undertook the SLR, conducted the
review using the method as outlined, and played the case study games. Given
the nature of the process, and its labor-intensive nature (i.e., game playing), the
use of multiple researchers and the creation of interrater reliability in the assess-
ment process was not deemed feasible. Instead the researchers engaged the
supporting researcher in ‘‘checks and balances.’’ This involved a step by step
reporting and reviewing procedure designed to ensure transparency and validity
of the data collection and analysis process. The nature of the initial search pro-
cess also leaves the potential that games are left out of the evaluation set, as
they are not discovered. Despite these limitations, we contend that the research
carried out was rigorously conducted and presents the most comprehensive
understanding of serious games in entrepreneurship education currently
available.
Fox et al. 73
Next, we introduce each of the five cases and explain the general results of the
review. Then, we discuss serious games in entrepreneurship education and high-
light findings from both the case studies and the wider sample. Finally, the
conclusions are highlighted.
Case Studies
Interpretive Solutions offers a well-known and widely used set of entrepreneur-
ship simulations focused on retail entrepreneurship. Key learning areas include
strategy, analysis, marketing, accounting, and other facets of operating a small
business. This round-based simulation allows faculty to cover important topics
at the end of each round students play. Players take the role of founder and at
the end of the game, the team with the highest net income wins.
GoVenture hosts two serious games focused on entrepreneurs: GoVenture
World and GoVenture Entrepreneur. GoVenture World allows players to make
entrepreneurial decisions about a variety of topics when starting a business and
players operate that business in an environment where other companies are
controlled by other players in real time. Topics covered include business man-
agement, strategy, planning, communication, marketing, and more. Players take
the role of a founder; however, they can also be investors. The game is a free,
open-ended, massive multiplayer online role playing game. GoVenture
Entrepreneur allows players to make turn-based decisions in managing a retail
store. Topics covered include strategy, planning, marketing, as well as some of
the personal choices which entrepreneurs must make. Players take the role of a
founder and there is a fee charged per student for playing the game.
SimVenture Classic represents a business simulation that incorporates startup
components as part of gameplay. Players take the role of a manager and play
against computer competition to make tactical decisions in starting a business.
This game can also be loaded with custom scenarios built by instructors to better
fit course content.
Entrepreneurship Simulation: The Startup Game is a mixed computer-based
and real-life game designed to assist students in understanding the startup
process from a variety of limited roles. Players can take the role of founder,
financier, or employee as they attempt to get their business off the ground.
Players take investments from investor players, hire employee players, and com-
pete with other founders and their companies.
General Results
The results of the initial detailed review of the eight games are highlighted in
Table 3. The games reviewed had a range of prices, free to $45 per seat for
academic users. Some simulations charged significantly more for corporate
users. Most were not free and payment models tended toward short-term
74
Table 3. Serious Games Review Results.
Interpretive Entrepreneurship
GoVenture: GoVenture solutions: Simulation: The Innovative Venture
Entrepreneur World Entrepreneur Startup Game SimVenture HipsterCEO Dutch Strategy
Discussion
Games in general provide valuable learning by doing tools and are effective ways
that educators can enhance experiential learning in and outside of the classroom
(Low et al., 1994). In most cases, the games simulate decision, choice, and action
frameworks well, and have a good level of fidelity for the chosen audience.
Learners gain access to appropriate processes and have an opportunity
to have fun and play ‘‘as if’’ they were the founder of a business. At present,
the reviewed games have a very narrow definition of the ‘‘reality’’ they seek to
simulate. The games are mainly focused on small business management as their
underlying definition of entrepreneurship and ignore other conceptualizations.
Venture creation processes are often included but were found to be superficial,
and innovation in business models is not possible. Most players were boxed in to
decisions open to a small business owner and were not able to provide more
innovative responses because they were forced into pursuing a win state dictated
by an underlying small business management framework. This relegates players
to seeking optimization functions between various variables within the game.
Meanwhile, many other important venture constructs are ignored, for example,
opportunity recognition, rapid venture growth, and venture investment
Fox et al. 77
Conclusions
In this article, we used Fayolle et al.’s (2016) didactic challenges to construct an
analysis of entrepreneurship education practice. The review focused on serious
games used to simulate entrepreneurial learning. We addressed the first didactic
challenge by reviewing best practice in serious game design and by seeking to
explore what entrepreneurial ‘‘reality’’ games were simulating. The second
Fox et al. 79
as it can create difficulties in pinpointing skills and competencies that are neces-
sary in the entrepreneurial realm. This compounded by the challenges presented
by a strict adherence to effective assessment. While longitudinal research has
shown support for the positive effect of using entrepreneurship simulations in
the classroom (Kriz & Auchter, 2016), it also uncovers that motivations may
remain unchanged or even drop after playing a simulation. This presents an
opportunity for educators, researchers, and game developers to work together
to identify which skills acquired through serious games might also have a posi-
tive impact on motivation.
For researchers, it is quite clear that this subject is underresearched. While
there have been previous studies on entrepreneurial personality, motivation, and
intentions in relation to simulations (Mayer, Kortmann, Wenzler, Wetters, &
Spaans, 2014; Newbery, Lean, & Moizer, 2016), we found very few dated papers
directly addressing this topic. While we cannot rule out omitting papers or fail-
ing to account for papers more broadly focused on business simulations, it is
evident that there are many opportunities for more research. In particular,
multicase study efforts that observe the use of serious games in the classroom
environment seem very promising because they can offer deeper insights into the
different components of the learning experience. Specifically, studies that
observe emotional responses of learners to gaming, review, and expand our
appreciation of the value of new technologies in this context (e.g., virtual reality
and artificial intelligence), and that go deeper into particular learning processes
and forms are likely to produce significant insights for the literature; all appear
to have potential and merit attention.
The research also has implications for game designers. It seems clear that
designers are focused predominantly on a very narrow niche ‘‘small business
management for undergraduate students’’ and so have many more opportunities
open to them than they currently exploit including other customer segments and
other underlying entrepreneurial processes. While it is important for designers to
get the right balance about the fidelity of a game (ease, fun, and engagement
while modeling reality), the research concludes that current games have some
significant deficits in terms of the types of learning they promote. Designers also
may need to fragment games into smaller pieces to accurately address skills
needed for particular scenarios entrepreneurs face, including uncertainty, as
well as, varying skills simulated as they relate to different venture stages and
contexts.
Ultimately, the contribution of this study is to provide a renewed impetus for
considering the role of serious games in entrepreneurship education. These
games have pragmatic value, and play is a fun way to engage students. While
the current gaming landscape could improve, we conclude that games provide a
safe and risk-free pedagogy for learners to enhance their entrepreneurial pre-
paredness before they launch or join a new venture.
82 Entrepreneurship Education and Pedagogy 1(1)
Name Status
Continued
Name Status
Funding
The author(s) received no financial support for the research, authorship, and/or publica-
tion of this article.
Notes
1. A 2013 Kauffman Foundation report shows a steady increase in entrepreneurship
education programs offered at U.S. colleges and universities. According to the
report, by 2006, U.S. colleges and universities offered 500 formal programs (majors,
minors, and certificates) compared with 250 programs in 1985, and 100 programs in
1975 (http://www.kauffman.org//media/kauffman_org/research%20reports%
20and%20covers/2013/08/eshipedcomesofage_report.pdf).
2. In this first instance, we use simulation in educational practice loosely to include all
types of educational activity that are focused on reproducing realistic entrepreneurial
experience for students in educational settings.
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88 Entrepreneurship Education and Pedagogy 1(1)
Author Biographies
Joe Fox is a doctoral student at Ohio University studying Entrepreneurship and
Instructional Technology and is a visiting assistant professor of practice in the
Department of Management at the University of Akron. His research focuses on
entrepreneurial learning through computer simulations, the interactions between
Fox et al. 89
Luke Pittaway is the chair of the Management Department and copeland pro-
fessor of Entrepreneurship at Ohio University. He was previously the director of
the Center for Entrepreneurship. Dr. Pittaway’s research focuses on entrepre-
neurship education and learning and he has a range of other interests including:
entrepreneurial behavior; networking; entrepreneurial failure; business growth;
and, corporate venturing.