@misc{oai:u-fukui.repo.nii.ac.jp:00028906,
 author = {Takemoto, Takuji and Oe, Hiroko},
 month = {Feb},
 note = {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.},
 title = {Entrepreneurship education at universities: challenges and future perspectives on online game implementation},
 year = {2021}
}