Exploratory comparative study demonstrates enhanced entrepreneurial outcomes when combining game play with game creation, suggesting game design acts as effective simulated entrepreneurial practice.
The purpose of this study is to explore, based on the idea of learning by teaching, whether adding learners’ own game creation to business game play is associated with entrepreneurship-related development. In this study, game creation is conceptualized as both an act of teaching others and a simulated form of entrepreneurial practice. To examine this, pre-post changes in entrepreneurship-related outcomes, including the Theory of Planned Behavior (TPB), Individual Entrepreneurial Orientation (IEO), and cognitive flexibility, were compared between a program involving business game play only and a program combining game play with game creation. The results indicated that the play-only program was associated with relatively limited changes in the measured outcomes, whereas the program incorporating game creation was associated with positive changes across broader range of outcomes. These findings provide preliminary evidence that participation in game creation activities may be associated with changes across multiple dimensions of entrepreneurship-related outcomes.
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Abe et al. (2026) studied this question.
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