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Entrepreneurship education at universities: challenges and future perspectives on online game implementation
http://hdl.handle.net/10098/00028782
http://hdl.handle.net/10098/00028782b37973fc-ffea-4cc3-9e2b-1c3043da50ad
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
BD10125980 (1.5 MB)
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copyright(c) 2021 Springer Nature Switzerland
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| Item type | 学術雑誌論文 / Journal Article(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2021-09-17 | |||||||||
| タイトル | ||||||||||
| タイトル | Entrepreneurship education at universities: challenges and future perspectives on online game implementation | |||||||||
| 言語 | ||||||||||
| 言語 | eng | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Online game | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Entrepreneurship | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Higher education organisation | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Beyond COVID-19 pandemic | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Action learning circuit with games | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Edtech | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_1843 | |||||||||
| 資源タイプ | other | |||||||||
| 著者 |
Takemoto, Takuji
× Takemoto, Takuji
× Oe, Hiroko
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| 抄録 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | The study explored the challenges and potential of online gamification to develop actionable recommendations for entrepreneurship pedagogy in the phase of ‘new normal’. This study applied an experimental game which the authors developed, and a mixed method was applied to the data sets collected from the students: an open-ended survey of 91 students and in-depth interviews with 23 students. It has been found that the students perceiving activities with gamifications are good learning stimuli in entrepreneurial classrooms as a first step; then, they found it effective to learn and deepen their understanding of theories and models as a second step after the gaming activities, which is a reverse approach from a traditional business education approach. Gamification enables students to think critically on game scenarios via participation in gamifications, which can be strengthened and embedded in their mind by theoretical learning which follows the gaming activities. The findings of the study provide a practical guidance for entrepreneurship pedagogists with ‘activities first’ which will be followed by theoretical learning. | |||||||||
| 書誌情報 |
Entrepreneurship Education 巻 4, p. 19-37, 発行日 2021-02-02 |
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| 出版者 | ||||||||||
| 出版者 | Springer Nature | |||||||||
| DOI | ||||||||||
| 関連タイプ | isIdenticalTo | |||||||||
| 識別子タイプ | DOI | |||||||||
| 関連識別子 | 10.1007/s41959-020-00043-3 | |||||||||
| 権利 | ||||||||||
| 権利情報 | copyright(c) 2021 Springer Nature Switzerland AG | |||||||||
| 関連サイト | ||||||||||
| 識別子タイプ | URI | |||||||||
| 関連識別子 | https://link.springer.com/article/10.1007%2Fs41959-020-00043-3 | |||||||||
| 関連名称 | Springer Link | |||||||||
| 著者版フラグ | ||||||||||
| 出版タイプ | AO | |||||||||
| 出版タイプResource | http://purl.org/coar/version/c_b1a7d7d4d402bcce | |||||||||
| その他のID | ||||||||||
| TD10125980 | ||||||||||
