Abstract Gamification refers to the incorporation of games in non‐game settings, which enhances motivation and engagement across various fields. In the education domain, it stimulates interactive learning, critical thinking and problem‐solving. By making entrepreneurship education more dynamic, gamification encourages innovation and risk‐taking, strengthening students’ entrepreneurial skills. This study examines the impact of gamification on enhancing entrepreneurial intention among 639 undergraduate business students in Zhejiang Comprehensive and Business Universities, with a specific focus on the enhancing role of educational technology (EdTech). Grounded in predictive modelling, the research identifies the way key gamification constructs, including four exogenous variables, game elements in university learning, intrinsic motivation and engagement, social interaction and collaboration, and technological and digital gamification tools, shape students’ entrepreneurial readiness, behaviour, and skills in one endogenous format called Entrepreneurial intention. Drawing from the existing literature on gamification and entrepreneurship education, this study employs a quantitative approach, utilizing the SmartPLS‐ANN advanced analytical technique that combines Structural Equation Modelling (SEM) with Artificial Neural Networks (ANN) modelling complex relationships in the current data, which shows that all direct relationships positively impact the students’ EI. The findings offer empirical insights into how gamified learning environments foster entrepreneurial competencies and how EdTech influences this impact. The research offers valuable implications for university administrators, educators and policymakers by emphasizing the role of gamification in triggering an entrepreneurial mindset in China. It highlights the importance of integrating technology‐driven learning tools to optimize entrepreneurial education and support ecosystems within higher education institutions.
Yousefi et al. (Fri,) studied this question.