scholarly journals Developing Educational Escape Rooms for Experiential Entrepreneurship Education

2020 ◽  
pp. 251512742096995
Author(s):  
Richard A. Martina ◽  
Sultan Göksen
Keyword(s):  
Applied Sciences ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Entrepreneurship Education ◽  
Game Based Learning ◽  
Design Elements ◽  
Research Through Design ◽  
Educational Professionals ◽  
University Of Applied Sciences ◽  
Diverse Groups

Educational escape rooms (EERs) are increasingly used in education as learning innovations for non-digital and game-based learning (GBL) since EERs positively influence student motivation. They are common in educational fields where skills developments are vital such as STEM subjects and healthcare. However, EERs are marginally implemented in entrepreneurship education (EE) because there is a lack of evaluated design elements to guide the creation of EER in this context, which hampers their wider adoption. Therefore, in this study, we evaluated design elements for EERs in EE. We are particularly concerned with experiential EE since EERs are well suited for experiential learning. We used a research-through-design approach and created an EER based on 11 design elements derived from the literature on social cognitive theory, entrepreneurship competence, and gamification. We created and evaluated the EER in two cycles with two diverse groups of students at a university of applied sciences in the Netherlands. We contribute to the literature and practice of experiential EE by presenting evaluated design elements for EERs. We show which design elements work well and which do not. We also present a comprehensively designed EER that educational professionals can implement in their experiential EE programs.

Are They Learning or Playing? Students’ Perception Traits and Their Learning Self-Efficacy in a Game-Based Learning Environment

2019 ◽  
Vol 57 (8) ◽  
pp. 1879-1909 ◽  
Author(s):  
Yu-Ling Lu ◽  
Chi-Jui Lien
Keyword(s):  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Sixth Grade ◽  
Game Based Learning ◽  
Classroom Activities ◽  
The Social ◽  
Sixth Grade Students ◽  
Trait Groups

As game-based learning continues to draw attention, students’ perceptions toward classroom activities are vital in influencing the quality of learning. This study used the social cognitive theory to show the perception traits of learning and playing in game-based environments and for students to identify their self-efficacy toward game-based learning by different trait groups. The game Formosa Hope was used in an experiment with 362 fifth- and sixth-grade students at ages 11 to 12 years as participants. Three perception traits were identified through a two-step cluster analysis: I—strong perceptions of learning and playing, II—moderate perceptions of learning and playing, and III—strong perception of playing but weak perception of learning. This study showed that regardless of trait type, students demonstrated positive self-efficacy, with those with Trait I having significantly higher self-efficacy than those with Traits II and III, indicating that students’ positive perceptions of learning and playing are essential in prompting self-efficacy in game-based learning.

scholarly journals From Engineer to Entrepreneur - Entrepreneurship Education for Engineering Students: The Case of the Entrepreneurial Campus Villach

2018 ◽  
Vol 8 (3) ◽  
pp. 28 ◽  
Author(s):  
Patrick Holzmann ◽  
Erich Hartlieb ◽  
Michael Roth
Keyword(s):  
Applied Sciences ◽  
Technological Innovation ◽  
Engineering Students ◽  
Entrepreneurship Education ◽  
New Venture ◽  
Entrepreneurial Opportunities ◽  
University Of Applied Sciences ◽  
Core Areas ◽  
Set Up ◽  
Engineering Pedagogy

Entrepreneurship education is quite a novel phenomenon that is gaining increasing importance in academia and practice alike. Entrepreneurship education aims to provide the necessary skills and knowledge that enable students to successfully found a new venture. Hitherto entrepreneurship education has not received much attention in engineering pedagogy. This finding is quite surprising because through proper entrepreneurship education engineers can be enabled to exploit entrepreneurial opportunities that result from technological innovation. Thus, we argue that entrepreneurship education should be a cornerstone in engineering education. The paper introduces the ‘Entrepreneurial Campus Villach’ located at the Carinthia University of Applied Sciences (CUAS). The campus is among the first in Austria that provide an extensive and scientifically sound entrepreneurship program. The campus focusses on the four core areas 1) research, 2) teaching, 3) coaching and support, and 4) infrastructure. The paper provides insights for other university and institutions that aim to set up similar concepts.

scholarly journals The Effect of Digital Game-Based Learning on Learning Motivation and Performance Under Social Cognitive Theory and Entrepreneurial Thinking

2021 ◽  
Vol 12 ◽  
Author(s):  
Chia-Chen Chen ◽  
Hsing-Ying Tu
Keyword(s):  
Social Support ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Emotional State ◽  
Learning Motivation ◽  
Learning Performance ◽  
Digital Game ◽  
Game Based Learning ◽  
Experimental Group

This study aims to investigate the effects of students’ learning motivation and learning performance in a digital game-based learning setting and the structure of competition. This study uses Social Cognitive Theory, which emphasizes the bidirectional effects between personal factors, environmental factors, and behavior. We use the emotional state as the personal factor, social support as the environmental factor, learning performance as behavior. We also use self-efficacy and learning motivation as the mediating factors in the model. Data samples were collected from approximately 600 students in junior high schools in Taiwan. The students learned via either application or conventional lectures in three groups. The Control Group (CG) learned the course through a conventional learning approach. The Experimental group 1 (EG1) learned by a digital game, while Experimental Group 2 (EG2) learned through the digital game in combination with a structure that involved competing and entrepreneurship with classmates. The result of this research shows that the emotional state negatively affects learning motivation and self-efficacy, that self-efficacy will positively affect learning motivation, social support will positively affect self-efficacy, and self-efficacy and learning motivation will both positively affect learning performance. In addition, this research certifies previous works that entrepreneurs prefer to be more aggressive in competitions, have a high demand for accomplishment motivation, and are more likely to facilitate competitive over non-competitive environments.

Social Cognitive Theory and Motivation

2019 ◽  
pp. 9-26 ◽  
Author(s):  
Dale H. Schunk ◽  
Ellen L. Usher
Keyword(s):  
Social Cognitive Theory ◽  
Self Efficacy ◽  
Goal Attainment ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Outcome Expectations ◽  
Social Comparisons ◽  
Future Research ◽  
Regulatory Processes ◽  
Social Environmental

Social cognitive theory is a theory of human behavior that emphasizes learning from the social environment. This chapter focuses on Bandura’s social cognitive theory, which postulates reciprocal interactions among personal, behavioral, and social/environmental factors. Persons use various vicarious, symbolic, and self-regulatory processes as they strive to develop a sense of agency in their lives. Key motivational processes are goals and self-evaluations of progress, outcome expectations, values, social comparisons, and self-efficacy. People set goals and evaluate their goal progress. The perception of progress sustains self-efficacy and motivation. Individuals act in accordance with their values and strive for outcomes they desire. Social comparisons with others provide further information on their learning and goal attainment. Self-efficacy is a critical influence on motivation and affects task choices, effort, persistence, and achievement. Recommendations are made for future research.

Moral Self-Identity and Character Development

2020 ◽  
pp. 683-707
Author(s):  
Daniel Lapsley ◽  
Timothy S. Reilly ◽  
Darcia F. Narvaez
Keyword(s):  
Social Cognitive ◽  
Character Development ◽  
Cognitive Theory ◽  
Character Strengths ◽  
Historical Context ◽  
Moral Self ◽  
Life Span Development ◽  
Self Identity ◽  
Moral Personality ◽  
Moral Stage

Moral development is a kind of sociopersonality development that has as its aim the disposition to virtue. The developmental grounding of moral personality is in the first months of life and includes neurobiological foundations, the mutual responsive orientation, and dialogic socialization of the moral self. The authors argue that moral self-identity offers integrative possibilities for understanding the life span development of moral personality and for understanding the dispositional and motivational bases of moral behavior, and that social cognitive theory has resources for understanding how the moral self and conscience of infancy is canalized into individual and cultural differences in the schedule and priority of character strengths that are the targets of socialization. Moral self-identity and character are placed in the historical context of the moral stage theory paradigm.

Digital movie piracy: A perspective on downloading behavior through social cognitive theory

2012 ◽  
Vol 28 (3) ◽  
pp. 958-967 ◽  
Author(s):  
Ruud S. Jacobs ◽  
Ard Heuvelman ◽  
Maurice Tan ◽  
Oscar Peters
Keyword(s):  
Social Cognitive Theory ◽  
Social Cognitive ◽  
Cognitive Theory
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