Mini-games for entrepreneurship in construction: instructional design and effects of the TYCON game

References

• All, A., Nunez Castellar, E. P., & Van Looy, J. (2015). Towards a conceptual framework for assessing the effectiveness of digital game-based learning. Computers & Education, 88, 29–37. https://doi.org/10.1016/j.compedu.2015.04.012.
   Web of Science ®Google Scholar
• Arnab, S., Lim, T., Carvalho, M. B., Bellotti, F., De Freitas, S., Louchart, S., Suttie, N., Berta, R., & De Gloria, A. (2015). Mapping learning and game mechanics for serious games analysis. British Journal of Educational Technology, 46(2), 391–411. https://doi.org/10.1111/bjet.12113
   Web of Science ®Google Scholar
• Boersma, A., ten Dam, G., Volman, M., & Wardekker, W. (2010). “This baby … it isn’t alive”: Towards a community of learners for vocational orientation. British Educational Research Journal, 36(1), 3–25. https://doi.org/10.1080/01411920802642355
   Web of Science ®Google Scholar
• Boyle, E. A., Hainey, T., Connolly, T., Gray, G., Earp, J., Ott, M., Lim, T., Ninaus, M., Ribeiro, C., & Pereira, J. (2016). An update to the systematic literature review of empirical evidence of the impacts and outcomes of serious games. Computers & Education, 94, 178–192. https://doi.org/10.1016/j.compedu.2015.11.003
   Web of Science ®Google Scholar
• Caballero Hernández, J. A., Palomo Duarte, M., & Dodero, J. M. (2017). Skills assessment in learning experiences based on serious games: A systematic mapping study. Computers & Education, 113, 42–60. https://doi.org/10.1016/j.compedu.2017.05.008
   Web of Science ®Google Scholar
• Carvalho, M. B., Bellotti, F., Berta, R., De Gloria, A., Islas Sedano, C., Baalsrud Hauge, J., Hu, J., & Rauterberg, M. (2015). An activity theory-based model for serious games analysis and conceptual design. Computers & Education, 87, 166–181. https://doi.org/10.1016/j.compedu.2015.03.023
   Web of Science ®Google Scholar
• EC. (2014). Final report thematic working group for entrepreneurship education. European Commission. Available at: https://ec.europa.eu/assets/eac/education/experts-groups/2011-2013/key/entrepreneurship-report-2014_en.pdf
   Google Scholar
• EC. (2016a). EntreComp: The entrepreneurship competence framework. European Commission (JRC Science for Policy Report). https://ec.europa.eu/social/main.jsp?catId=1317&langId=en
   Google Scholar
• EC. (2016b). Eurydice report: Entrepreneurship education at schools in Europe. European Commission. https://eacea.ec.europa.eu/national-policies/eurydice/content/entrepreneurship-education-school-europe_en
   Google Scholar
• EC. (2020). Educational Training in Europe 2020: Responses from the EU member states. European Commission. http://hdl.voced.edu.au/10707/293181
   Google Scholar
• Garris, R., Ahlers, R., & Driskell, J. (2002). Games, motivation, and learning: A research and practice model. Simulation & Gaming, 33(4), 441–467. https://doi.org/10.1177/1046878102238607
   Google Scholar
• Guilland, A., Terzieva, L. & Nieminen, S. (2017). Teaching and learning transversal competences in higher education: Lessons from Erasmus+ SOCCES project. Proceedings of INTED2017 Conference, Valencia, Spain, 6–8 March 2017. doi:10.21123/inted.2017.044
   Google Scholar
• Hainey, T., & Connolly, T. (2010). Evaluating game-based learning. International Journal of Virtual and Personal Learning Environments, 1(1), 57–71. https://doi.org/10.4018/jvple.2010091705
   Google Scholar
• Herrington, J., Oliver, R., & Reeves, T. C. (2003). Patterns of engagement in authentic online learning environments. Australian Journal of Educational Technology, 19(1), 59–71. https://doi.org/10.14742/ajet.1701
   Google Scholar
• Hoekstra, H. A. (2011). A career roles model of career development. Journal of Vocational Behaviour, 78(2), 159–173. https://doi.org/10.1016/j.jvb.2010.09.016
   Web of Science ®Google Scholar
• Hull University. (2015). Entrepreneurship skills: Literature and policy review. Publication Hull University Business School, Department for Business, Innovation and Skills. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/457533/BIS-15-456-entrepreneurship-skills-literature-and-policy-review.pdf
   Google Scholar
• Hummel, H. G. K., Boyle, E., Einarsdottir, S., Petersdottir, A., & Graur, A. (2018). Game-based career learning support for youth: Effects of playing the Youth@Work game on career adaptability. Interactive Learning Environments, 26(6), 745–759. https://doi.org/10.1080/10494820.2017.1402062
   Web of Science ®Google Scholar
• Hummel, H. G. K., Nadolski, R. J., Eshuis, J., Slootmaker, A., & Storm, J. (2020). Serious game in introductory psychology for professional awareness: Optimal learner control and authenticity. British Journal of Educational Technology, 25(1), 125–141. https://doi.org/10.1111/bjet.12960
   Google Scholar
• Kuratko, D. F. (2005). The emergence of entrepreneurship education: Development, trends, and challenges. Entrepreneurship Theory & Practice, 29(5), 577–598. https://doi.org/10.1111/j.1540-6520.2005.00099.x
   Web of Science ®Google Scholar
• Landers, R. N., & Reddock, C. M. (2017). A meta-analytic investigation of objective learner control in web-based instruction. Journal of Business & Psychology, 32(4), 455–478. https://doi.org/10.1007/s10869-016-9452-y
   Web of Science ®Google Scholar
• Leith, M., Boyle, E., Baalsrud-Hauge, J., Hummel, H. G. K., Jandric, A., & Jimoyannis, A. (2018). RU EU? A game-based approach to exploring 21th century European identity and values. Conference on Education and New Learning Technologies, Palma, Spain. 2–4 July 2018. doi: 10.21125/edulearn.2018.0744.
   Google Scholar
• Meijers, F., Kuijpers, M., & Gundy, C. (2013). The relationship between career competencies, career identity, motivation and quality of choice. International Journal for Educational and Vocational Guidance, 13(1), 47–66. https://doi.org/10.1007/s10775-012-9237-4
   Web of Science ®Google Scholar
• Nadolski, R. J., & Hummel, H. G. K. (2017). Retrospective cognitive feedback for progress monitoring in serious games. British Journal of Educational Technology, 48(6), 1368–1379. https://doi.org/10.1111/bjet.12503
   Web of Science ®Google Scholar
• Nadolski, R. J., Hummel, H. G. K., Van den Brink, H. J., Hoefakker, R. E., Slootmaker, A., & Storm, J. (2008). EMERGO: A methodology and toolkit for developing serious games in higher education. Simulation & Gaming, 39(3), 338–355. https://doi.org/10.1177/1046878108319278
   Google Scholar
• Pallant, J. (2001). SPSS survival manual – a step by step guide to data analysis using SPSS for windows (version 10). Buckingham Open University Press.
   Google Scholar
• Shane, S., & Ventkataraman, S. (2000). The promise of entrepreneurship as a field of research. Academy of Management Review, 25(1), 217–226. https://doi.org/10.2307/259271
   Web of Science ®Google Scholar
• Sherman, P. S., Sebora, T., & Digman, L. A. (2008). Experiential entrepreneurship in the classroom: Effects of teaching methods on entrepreneurial career choice intentions. Journal of Entrepreneurship Education, 11, 29–42.
   Google Scholar
• Van Bussel, R., Lukosch, H., & Meijer, S. A. (2014). Effects of a game-facilitated curriculum on technical knowledge and skill development. In S. A. Meijer & R. Smeds (Eds.), Frontiers in gaming simulation (pp. 93–101). Springer.
   Google Scholar
• Van Merriënboer, J. J. G., & Kirschner, P. A. (2018). Ten steps to complex learning: A systematic approach to four-component instructional design (3rd ed.). Routledge.
   Google Scholar
• Van Rosmalen, P., Boyle, E. A., Nadolski, R., Van der Baaren, J., Manjón, B. F., MacArthur, E., Pennanen, T., Manea, M., & Star, K. (2014). Acquiring 21st century skills: Gaining insight in the design and applicability of a serious game with 4C-ID. In A. De Gloria (Ed.), Games and learning alliance: Second international conference, GALA 2013, Paris, France, October 23–25, 2013, Revised Selected Papers, Lecture Notes in Computer Science 8605, pp. 327–366. Springer International Publishing Switzerland.
   Google Scholar
• Wouters, P., & van Oostendorp, H. (2013). A meta-analytic review of the role of instructional support in game-based learning. Computers & Education, 60(1), 412–425. https://doi.org/10.1016/j.compedu.2012.07.018
   Web of Science ®Google Scholar
• Zhonggen, Y. (2019). A meta-analysis of use of serious games in education over a decade, International Journal of Computer Games Technology, Vol. 2019, Article ID 4797032. https://doi.org/10.115/2019/4797032.
   Web of Science ®Google Scholar