Business games seem like a sustainable solution to business and entrepreneurship education. Still, knowledge on the topic is so dispersed that educators lack a clear understanding of the conceptual path linking business games to business and entrepreneurship education. This article proposed to synthesize academic literature on business games. It analyzes bibliographic data from 733 documents from the Web of Science core collection published over the past 65 years. The results provide rich content on the main knowledge clusters in business game research, the key concepts driving each cluster, the relationships between them, emerging trends, and the seminal papers business scholars and practitioners could use to deepen their knowledge of each cluster. The results also led to a conceptual framework describing current research on business games in entrepreneurship education, identifying key research gaps, and proposing a research agenda that could help scholars make meaningful contributions to the entrepreneurship niche in business games research. Specifically, technology acceptance and experiential learning literature have laid the theoretical foundations for understanding the role of business games in business and entrepreneurial education. Research has mainly focused on higher-education students’ entrepreneurial intentions and entrepreneurial self-efficacy as outcomes.
References
[1]
Albort-Morant, G., & Ribeiro-Soriano, D. (2016). A Bibliometric Analysis of International Impact of Business Incubators. Journal of Business Research, 69, 1775-1779. https://doi.org/10.1016/j.jbusres.2015.10.054
[2]
Aria, M., & Cuccurullo, C. (2017). Bibliometrix: An R-Tool for Comprehensive Science Mapping Analysis. Journal of Informetrics, 11, 959-975. https://doi.org/10.1016/j.joi.2017.08.007
[3]
Aria, M., Cuccurullo, C., D’Aniello, L., Misuraca, M., & Spano, M. (2022). Thematic Analysis as a New Culturomic Tool: The Social Media Coverage on COVID-19 Pandemic in Italy. Sustainability (Switzerland), 14, Article 3643. https://doi.org/10.3390/su14063643
[4]
Baldwin, L., & Sabry, K. (2003). Learning Styles for Interactive Learning Systems. Innovations in Education and Teaching International, 40, 325-340. https://doi.org/10.1080/1470329032000128369
[5]
Bandura, A. (1977). Social Learning Theory. Prentice Hall.
[6]
Barzilai, S., & Blau, I. (2014). Scaffolding Game-Based Learning: Impact on Learning Achievements, Perceived Learning, and Game Experiences. Computers and Education, 70, 65-79. https://doi.org/10.1016/j.compedu.2013.08.003
[7]
Bell, R., & Bell, H. (2020). Applying Educational Theory to Develop a Framework to Support the Delivery of Experiential Entrepreneurship Education. Journal of Small Business and Enterprise Development, 27, 987-1004. https://doi.org/10.1108/JSBED-01-2020-0012
[8]
Beranič, T., & Heričko, M. (2019). Introducing ERP Concepts to IT Students Using an Experiential Learning Approach with an Emphasis on Reflection. Sustainability (Switzerland), 11, Article 4992. https://doi.org/10.3390/su11184992
[9]
Bhattacherjee, A. (2001). Understanding Information Systems Continuance: An Expectation-Confirmation Model. MIS Quarterly, 25, 351-370. https://doi.org/10.2307/3250921
[10]
Buil, I., Catalan, S., & Martinez, E. (2019). Encouraging Intrinsic Motivation in Management Training: The Use of Business Simulation Games. International Journal of Management Education, 17, 162-171. https://doi.org/10.1016/j.ijme.2019.02.002
[11]
Butzke, M. A., Alberton, A., Schmitt, T., & Marinho, S. V. (2021). Business Simulation Games as an Active Learning Teaching Methodology: Students’ Perceptions. International Journal of Innovation and Learning, 30, 462-483. https://doi.org/10.1504/IJIL.2021.118873
[12]
Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly: Management Information Systems, 13, 319-339. https://doi.org/10.2307/249008
[13]
DeLone, W. H., & McLean, E. R. (2003). The DeLone and McLean Model of Information Systems Success: A Ten-Year Update. Journal of Management Information Systems, 19, 9-30. https://doi.org/10.1080/07421222.2003.11045748
[14]
Diachkova, A. V., Sandler, D. G., & Avramenko, E. S. (2020). Case of Using Simulation in Education for Business Analysts. Economic Consultant, 31, 104-114. https://doi.org/10.46224/ecoc.2020.3.7
[15]
Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W. M. (2021). How to Conduct a Bibliometric Analysis: An Overview and Guidelines. Journal of Business Research, 133, 285-296. https://doi.org/10.1016/j.jbusres.2021.04.070
[16]
Faria, A. J., Hutchinson, D., Wellington, W. J., & Gold, S. (2009). Developments in Business Gaming: A Review of the Past 40 Years. Simulation and Gaming, 40, 464-487. https://doi.org/10.1177/1046878108327585
[17]
Fenwick, T. J. (2000). Expanding Conceptions of Experiential Learning: A Review of the Five Contemporary Perspectives on Cognition. Adult Education Quarterly, 50, 243-272. https://doi.org/10.1177/07417130022087035
[18]
Fitó-Bertran, À., Hernández-Lara, A. B., & López, E. S. (2015). The Effect of Competences on Learning Results an Educational Experience with a Business Simulator. Computers in Human Behavior, 51, 910-914. https://doi.org/10.1016/j.chb.2014.11.003
[19]
Fitó-Bertran, À., Hernández-Lara, A. B., &Serradell-López, E. (2014). Comparing Student Competences in a Face-to-Face and Online Business Game. Computers in Human Behavior, 30, 452-459. https://doi.org/10.1016/j.chb.2013.06.023
[20]
Garber, L. L., Hyatt, E. M., & Boya, Ü. (2017). Gender Differences in Learning Preferences among Participants of Serious Business Games. International Journal of Management Education, 15, 11-29. https://doi.org/10.1016/j.ijme.2017.02.001
[21]
Geithner, S., & Menzel, D. (2016). Effectiveness of Learning through Experience and Reflection in a Project Management Simulation. Simulation and Gaming, 47, 228-256. https://doi.org/10.1177/1046878115624312
[22]
Goodhue, D. L., & Thompson, R. L. (1995). Task-Technology Fit and Individual Performance. MIS Quarterly: Management Information Systems, 19, 213-233. https://doi.org/10.2307/249689
[23]
Greco, M., Baldissin, N., & Nonino, F. (2013). An Exploratory Taxonomy of Business Games. Simulation and Gaming, 44, 645-682. https://doi.org/10.1177/1046878113501464
[24]
Gresch, E., & Rawls, J. (2017). Secrets to Success: Business Skills and Knowledge That Students Find Most Useful in Succeeding in a Capstone Course Simulation. Journal of Education for Business, 92, 358-367. https://doi.org/10.1080/08832323.2017.1393375
[25]
Gully, S. M., Devine, D. J., & Whitney, D. J. (1995). A Meta-Analysis of Cohesion and Performance: Effects of Level of Analysis and Task Interdependence. Small Group Research, 26, 497-520. https://doi.org/10.1177/1046496495264003
[26]
Haapasalo, H., & Hyvönen, J. (2001). Simulating Business and Operations Management—A Learning Environment for the Electronics Industry. International Journal of Production Economics, 73, 261-272. https://doi.org/10.1016/S0925-5273(01)00088-3
[27]
Hernández-Lara, A. B., Serradell-Lopez, E., & Fitó-Bertran, Á. (2018). Do Business Games Foster Skills? A Cross-Cultural Study from Learners’ Views. Intangible Capital, 14, 315-331. https://doi.org/10.3926/ic.1066
[28]
Jensen, K. O. (2003). Business Games as Strategic Team-Learning Environments in Telecommunications. BT Technology Journal, 21, 133-144. https://doi.org/10.1023/A:1024407506021
[29]
Kanawattanachai, P., & Yoo, Y. (2002). Dynamic Nature of Trust in Virtual Teams. Journal of Strategic Information Systems, 11, 187-213. https://doi.org/10.1016/S0963-8687(02)00019-7
[30]
Kanawattanachai, P., & Yoo, Y. (2007). The Impact of Knowledge Coordination on Virtual Team Performance over Time. MIS Quarterly: Management Information Systems, 31, 783-808. https://doi.org/10.2307/25148820
[31]
Kayes, D. C. (2002). Experiential Learning and Its Critics: Preserving the Role of Experience in Management Learning and Education. Academy of Management Learning & Education, 1, 137-149. https://doi.org/10.5465/amle.2002.8509336
[32]
Kent Baker, H., Pandey, N., Kumar, S., & Haldar, A. (2020). A Bibliometric Analysis of Board Diversity: Current Status, Development, and Future Research Directions. Journal of Business Research, 108, 232-246. https://doi.org/10.1016/j.jbusres.2019.11.025
[33]
Keys, B., & Wolfe, J. (1990). The Role of Management Games and Simulations in Education and Research. Journal of Management, 16, 307-336. https://doi.org/10.1177/014920639001600205
[34]
Kolb, A. Y., & Kolb, D. A. (2005). Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education. Academy of Management Learning & Education, 4, 193-212. https://doi.org/10.5465/amle.2005.17268566
[35]
Kolb, D.A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall.
[36]
Krajger, I., Lux, M., & Schwarz, E. J. (2021). Digitalization of an Educational Business Model Game. In M. E. Auer, & T. Ruutmann (Eds.), Advances in Intelligent Systems and Computing (Vol. 1329, pp. 241-252). Springer International Publishing AG. https://doi.org/10.1007/978-3-030-68201-9_25
[37]
Kuang, T. M., Adler, R. W., & Pandey, R. (2021). Creating a Modified Monopoly Game for Promoting Students’ Higher-Order Thinking Skills and Knowledge Retention. Issues in Accounting Education, 36, 49-74. https://doi.org/10.2308/ISSUES-2020-097
[38]
Kuratko, D. F. (2005). The Emergence of Entrepreneurship Education: Development, Trends, and Challenges. Entrepreneurship: Theory and Practice, 29, 577-598. https://doi.org/10.1111/j.1540-6520.2005.00099.x
[39]
Lainema, T., & Nurmi, S. (2006). Applying an Authentic, Dynamic Learning Environment in Real World Business. Computers and Education, 47, 94-115. https://doi.org/10.1016/j.compedu.2004.10.002
[40]
Liguori, E., & Winkler, C. (2020). From Offline to Online: Challenges and Opportunities for Entrepreneurship Education Following the COVID-19 Pandemic. Entrepreneurship Education and Pedagogy, 3, 346-351. https://doi.org/10.1177/2515127420916738
[41]
Lim, W. M., Rasul, T., Kumar, S., & Ala, M. (2022). Past, Present, and Future of Customer Engagement. Journal of Business Research, 140, 439-458. https://doi.org/10.1016/j.jbusres.2021.11.014
[42]
Lin, Y. L., & Tu, Y. Z. (2012). The Values of College Students in Business Simulation Game: A Means-End Chain Approach. Computers and Education, 58, 1160-1170. https://doi.org/10.1016/j.compedu.2011.12.005
[43]
Liu, X., Wang, X., & Feng, N. (2022). Construction and Application of Evaluation Index System of Entrepreneurship Education. Open Access Library Journal, 9, e9107. https://doi.org/10.4236/oalib.1109107
[44]
Lowry, P. B., Gaskin, J. E., Twyman, N. W., Hammer, B., & Roberts, T. L. (2013). Taking “Fun and Games” Seriously: Proposing the Hedonic-Motivation System Adoption Model (HMSAM). Journal of the Association for Information Systems, 14, 617-671. https://doi.org/10.17705/1jais.00347
[45]
Matute, J., & Melero, I. (2016). Aprender jugando: La utilización de simuladores empresariales en el aula universitaria. Universia Business Review, 2016, 72-111.
[46]
Matute-Vallejo, J., & Melero-Polo, I. (2019). Understanding Online Business Simulation Games: The Role of Flow Experience, Perceived Enjoyment and Personal Innovativeness. Australasian Journal of Educational Technology, 35, 71-85. https://doi.org/10.14742/ajet.3862
[47]
Maucuer, R., & Renaud, A. (2019). Business Model Research: A Bibliometric Analysis of Origins and Trends. M@n@gement, 22, 176-215. https://doi.org/10.3917/mana.222.0176
[48]
Memar, N., Sundström, A., & Larsson, T. (2021). Teaching Causation and Effectuation in the Large Classroom: A Production-Trade Game. Journal of Management Education, 45, 438-478. https://doi.org/10.1177/1052562920951971
[49]
Mezirow, J. (1997). Transformative Learning: Theory to Practice. New Directions for Adult and Continuing Education, 1997, 5-12. https://doi.org/10.1002/ace.7401
[50]
Mingazova, N. M. (2014). Modification of the Active Learning Methods in Environmental Education in Russian Universities. In F. Ozdamli (Ed.), 3rd World Conference on Educational Technology Researches 2013, WCETR 2013 (Vol. 131, pp. 85-89). Elsevier Science BV. https://doi.org/10.1016/j.sbspro.2014.04.083
[51]
Morin, J., Tamberelli, F., & Buhagiar, T. (2020). Educating Business Integrators with a Computer-Based Simulation Game in the Flipped Classroom. Journal of Education for Business, 95, 121-128. https://doi.org/10.1080/08832323.2019.1613951
[52]
Mukherjee, D., Lim, W. M., Kumar, S., & Donthu, N. (2022). Guidelines for Advancing Theory and Practice through Bibliometric Research. Journal of Business Research, 148, 101-115. https://doi.org/10.1016/j.jbusres.2022.04.042
[53]
Mullen, B., & Copper, C. (1994). The Relation between Group Cohesiveness and Performance: An Integration. Psychological Bulletin, 115, 210-227. https://doi.org/10.1037/0033-2909.115.2.210
[54]
Ndofirepi, T. M. (2020). Relationship between Entrepreneurship Education and Entrepreneurial Goal Intentions: Psychological Traits as Mediators. Journal of Innovation and Entrepreneurship, 9, Article No. 2. https://doi.org/10.1186/s13731-020-0115-x
[55]
Oderanti, F. O., & De Wilde, P. (2010). Dynamics of Business Games with Management of Fuzzy Rules for Decision Making. International Journal of Production Economics, 128, 96-109. https://doi.org/10.1016/j.ijpe.2010.06.002
[56]
Oderanti, F. O., Li, F., & De Wilde, P. (2012). Application of Strategic Fuzzy Games to Wage Increase Negotiation and Decision Problems. Expert Systems with Applications, 39, 11103-11114. https://doi.org/10.1016/j.eswa.2012.03.060
[57]
Oliveira, M. A., & Melo, N. H. da S. (2020). Business Games and Stock Market: An Analysis of Students’ Learning in a Business Administration Course. Administração:Ensino e Pesquisa, 21, 316-347. https://doi.org/10.13058/raep.2020.v21n3.1787
[58]
Pacheco-Velazquez, E., Palma-Mendoza, J., Arana-Solares, I., & Cotera-Rivera, T. (2019). Lost: A Serious Game to Develop a Comprehensive Vision of Logistics. In L. Elbaek, G. Majgaard, A. Valente, & M. S. Khalid (Eds.), Proceedings of the European Conference on Games-Based Learning (pp. 550-559). ACAD Conferences Ltd.
[59]
Pérez-Pérez, C., González-Torres, T., & Nájera-Sánchez, J. J. (2021). Boosting Entrepreneurial Intention of University Students: Is a Serious Business Game the Key? International Journal of Management Education, 19, Article 100506. https://doi.org/10.1016/j.ijme.2021.100506
[60]
Pittaway, L., & Cope, J. (2007). Entrepreneurship Education: A Systematic Review of the Evidence. International Small Business Journal, 25, 479-510. https://doi.org/10.1177/0266242607080656
[61]
Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93, 223-231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x
[62]
Ratten, V., & Jones, P. (2021). Covid-19 and Entrepreneurship Education: Implications for Advancing Research and Practice. The International Journal of Management Education, 19, Article 100432. https://doi.org/10.1016/j.ijme.2020.100432
[63]
Ratten, V., & Usmanij, P. (2021). Entrepreneurship Education: Time for a Change in Research Direction? The International Journal of Management Education, 19, Article 100367. https://doi.org/10.1016/j.ijme.2020.100367
[64]
Renaud, A., & Maucuer, R. (2018). 20 Years of Academic Publishing in M@n@gement: A Bibliometric Analysis. M@n@gement, 21, 1186-1212. https://doi.org/10.3917/mana.214.1186
[65]
Rojas-Lamorena, Á. J., del Barrio-García, S., & Alcántara-Pilar, J. M. (2022). A Review of Three Decades of Academic Research on Brand Equity: A Bibliometric Approach Using Co-Word Analysis and Bibliographic Coupling. Journal of Business Research, 139, 1067-1083. https://doi.org/10.1016/j.jbusres.2021.10.025
[66]
Scherpereel, C. M., Williams, S. K., & Hoefle, S. (2022). The Difficulties of Context: An Exploratory Study of Learning Transfer from a Business Simulation Game. Decision Sciences: Journal of Innovative Education, 20, 89-101. https://doi.org/10.1111/dsji.12259
[67]
Schön, D. A. (2017). The Reflective Practitioner: How Professionals Think in Action (pp. 1-374). Routledge. https://doi.org/10.4324/9781315237473
[68]
Siewiorek, A., Saarinen, E., Lainema, T., & Lehtinen, E. (2012). Learning Leadership Skills in a Simulated Business Environment. Computers and Education, 58, 121-135. https://doi.org/10.1016/j.compedu.2011.08.016
[69]
Švec, V., Pavlíček, J., & Tichá, I. (2014). Playing Board Game: Lessons (Not Only) for Strategic Management Teaching. In M. Houska, I. Krejci, & M. Flegl (Eds.), Efficiency and Responsibility in Education 2014 (pp. 805-812). Czech University Life Sciences Prague.
[70]
Tao, Y. H., Cheng, C. J., & Sun, S. Y. (2009). What Influences College Students to Continue Using Business Simulation Games? The Taiwan Experience. Computers and Education, 53, 929-939. https://doi.org/10.1016/j.compedu.2009.05.009
[71]
Tao, Y. H., Yeh, C. R., & Hung, K. C. (2012). Effects of the Heterogeneity of Game Complexity and User Population in Learning Performance of Business Simulation Games. Computers and Education, 59, 1350-1360. https://doi.org/10.1016/j.compedu.2012.06.003
[72]
Uetake, T., Majima, T., Aoki, A., & Baba, S. (2020). Ooda Loop Deepens Their Understanding: Proposal of Active Learning Method in Undergraduate Business Management Education. In L. G. Chova, A. L. Martinez, & I. C. Torres (Eds.), INTED2020 Proceedings (Vol. 1, pp. 1344-1352). IATED. https://doi.org/10.21125/inted.2020.0450
[73]
Venkatesh, V., Thong, J. Y. L., & Xu, X. (2012). Consumer Acceptance and Use of Information Technology: Extending the Unified Theory of Acceptance and Use of Technology. MIS Quarterly: Management Information Systems, 36, 157-178. https://doi.org/10.2307/41410412
[74]
von Graevenitz, G., Harhoff, D., & Weber, R. (2010). The Effects of Entrepreneurship Education. Journal of Economic Behavior and Organization, 76, 90-112. https://doi.org/10.1016/j.jebo.2010.02.015
[75]
Vos, N., van der Meijden, H., & Denessen, E. (2011). Effects of Constructing Versus Playing an Educational Game on Student Motivation and Deep Learning Strategy Use. Computers & Education, 56, 127-137. https://doi.org/10.1016/j.compedu.2010.08.013
[76]
Wei, C. L., Wang, Y. M., Lin, H. H., Wang, Y. S., & Huang, J. L. (2022). Developing and Validating a Business Simulation Systems Success Model in the Context of Management Education. International Journal of Management Education, 20, Article 100634. https://doi.org/10.1016/j.ijme.2022.100634
[77]
Wei, X., Liu, X., & Sha, J. (2019). How Does the Entrepreneurship Education Influence the Students’ Innovation? Testing on the Multiple Mediation Model. Frontiers in Psychology, 10, Article 1557. https://doi.org/10.3389/fpsyg.2019.01557
[78]
Wolfe, J. (2016). Assuring Business School Learning with Games. Simulation and Gaming, 47, 206-227. https://doi.org/10.1177/1046878116632872
[79]
Xinaris, C., Kourtellis, A., Kakouris, A., & Georgiadis, P. (2011). Game Based Learning in Entrepreneurship: The Academic Business Planner. In D. Gouscos, & M. Meimaris (Eds.), Proceedings of the European Conference on Games-Based Learning (pp. 650-656). Academic Conferences Ltd.
[80]
Zawadzki, M. (2019). Revitalizing Entrepreneurship Education. Adopting a Critical Approach in the Classroom, by Karin Berglund & Karen Verduijn (Eds.). Routledge: London and New York. £115, ISBN: 9781138213791. Academy of Management Learning & Education, 18, 643-646. https://doi.org/10.5465/amle.2018.0334
[81]
Zulfiqar, S., Sarwar, B., Aziz, S., Ejaz Chandia, K., & Khan, M. K. (2019). An Analysis of Influence of Business Simulation Games on Business School Students’ Attitude and Intention toward Entrepreneurial Activities. Journal of Educational Computing Research, 57, 106-130. https://doi.org/10.1177/0735633117746746
