Games and Learning
, Luke Pittaway
and Ikenna Uzuegbunam
Entrepreneurship education continues to grow and develop worldwide. This article
seeks to expand knowledge and understanding of educational practice in entrepre-
neurship by focusing on serious games, specifically computer simulations which
model entrepreneurship. This paper begins by reviewing the entrepreneurship edu-
cation literature to consider the role of simulations, explores the nature of serious
games, and assesses the role of such games in simulating entrepreneurial learning.
This research uses systematic literature review techniques to collect data on serious
games, analyzes these games and provides five detailed case studies on the games.
The paper concludes with a discussion of what serious games currently simulate in
entrepreneurial learning, and directions for future research.
serious games, simulations, education, learning
Entrepreneurship Education and Pedagogy
2018, Vol. 1(1) 61–89
!The Author(s) 2018
Reprints and permissions:
College of Business, Ohio University, Athens, OH, USA
Joe Fox, Entrepreneurship and Instructional Technology, College of Business, Ohio University, Athens,
OH 45701, USA.
The rapid pace of growth in entrepreneurship education has been well docu-
mented (Fayolle, Verzat, & Wapshott, 2016; Katz, 2003; Pittaway & Cope,
From a subject matter focused principally on small business manage-
ment in the United States, the ﬁeld has grown to cover many contexts and most
countries. In addition, the scope of entrepreneurship education has broadened,
rapidly spreading across disciplines in the university setting and permeating
diﬀerent levels within educational systems (Morris, Kuratko, & Cornwell,
2013; Neck & Greene, 2011). Despite this landscape of increasing demand and
diversiﬁcation, the intellectual foundations of educational practice in the ﬁeld
remain underdeveloped (Loi, Castriotta, & Chiara Di Guardo, 2016; Pittaway &
Cope, 2007b). There is a void between current theoretical understanding of the
entrepreneurship process as it applies to opportunity recognition, evaluation,
and exploitation, and its simulation
in educational practice.
Prior reviews of the literature suggest that the ﬁeld of entrepreneurship educa-
tion is becoming increasingly fragmented, where little is known and incorpo-
rated about actual practices and their veracity (Ge & Peng, 2012; Gorman,
Hanlon, & King, 1997; Naia, Rui, Januario, & Trigo, 2014; Pittaway & Cope,
2007b). Fayolle (2013) argues that what is known in the entrepreneurship
educational environment is often considered to be anecdotal and lacking in
rigor. Concluding a recent special issue in entrepreneurship education, Fayolle
et al. (2016) highlight that entrepreneurship education needs to (a) reﬂect a
better understanding of the skills and competencies it aims to create; (b) provide
more eﬀective methods for evaluating educational pedagogies; and (c) undertake
more rigorous studies of educational eﬀectiveness.
The purpose of this article is to consider the extent to which current educa-
tional practices in the ﬁeld of entrepreneurship are consistent with current
understanding of the entrepreneurial process, and associated skills and compe-
tencies. We focus on whether serious games, in the form of computer simula-
tions, are in fact simulating the process of entrepreneurial learning as part of the
practice contributing to the overall advancement of entrepreneurship education.
We evaluate whether serious games used in the context of entrepreneurship
education fulﬁll the dimensions of ﬁdelity, veriﬁcation, and validation. While
previous research has proven the perceived eﬀectiveness of serious games of the
players, speciﬁcally entrepreneurship simulation games in learning environments
(Kriz & Auchter, 2016), additional research is required to better understand
what the games contain to further education of entrepreneurs.
The article will begin by considering entrepreneurship education and the role
of simulations as part of that ecosystem. Here, we introduce the concept of
serious games and then consider its treatment in the entrepreneurship education
literature, in terms of its role in the educational process. We then consider what
speciﬁc skills and competencies games might aim to simulate and relate those
62 Entrepreneurship Education and Pedagogy 1(1)
back to entrepreneurial learning. Then, we review this method of learning by
exploring existing practices and highlighting current games in the market.
Finally, we undertake a rigorous evaluation of a sample of these games through
ﬁve case studies, with the view to highlight potential avenues for future improve-
ments. By utilizing a well-established theoretical framework in our analysis of
serious games in the entrepreneurship context, our work develops better under-
standing of the current gaming landscape in entrepreneurship education. Thus,
the article concludes by highlighting the potential gaps in the current gaming
landscape, the reasons for the gaps, and recommendations for educational
practice and theory.
Computer Simulations and Serious Games in
Entrepreneurship education has a complicated pedagogic history that includes
many innovations and much variety in teaching methods (Pittaway & Cope,
2007b). Methods reviewed in the literature have varied extensively, have generally
been descriptive, and have lacked rigorous evaluation of eﬀectiveness (Fayolle
et al., 2016). In this literature, scholars have described the following methods:
action learning (Leitch & Harrison, 1999), new venture role plays (Clouse, 1990;
Kelmar, 1992), serious games (Hindle, 2002; Low, Venkataraman, & Srivatsan,
1994), the development of actual ventures (Haines, 1988), skills-based courses
(Ulijn, Duill, & Robertson, 2004), video role plays (Robertson & Collins,
2003), experiential learning (Daly, 2001; Sexton & Upton, 1987), and mentoring
(Stewart & Knowles, 2003) among many others. Speciﬁcally, simulations in entre-
preneurship education come in a number of forms depending on their purpose for
existence, and the most popular appear to be role-playing simulations and
computer simulations. Deviating from a pure computer simulation are in-class
role plays, serious games mediated by technology, and experiential learning where
students create and run ‘‘real’’ ventures in the classroom.
In this article, we are interested in serious games within the context of
educational practice in entrepreneurship. These can be deﬁned as computer-
based learning simulations that engage players in realistic activities designed
to increase knowledge, improve skills, and enable positive learning outcomes
(Prensky, 2001). While such simulations are not always ‘‘games’’ per se, the main
focus is the use of a digital game-based learning environment to support ‘‘ser-
ious’’ outcomes. Despite having an entertainment component, these simulations
are designed to promote learning, primarily by leveraging a narrative or
story centered in an entrepreneurial setting. Serious games also diﬀer from enter-
tainment games as they focus on problem-solving tasks and incorporate the
imperfect nature of interactions with the real world (Susi, Johannesson, &
Backlund, 2007), an especially useful concept in approaching entrepreneurial
opportunities. Previous empirical research on the use of serious games in
Fox et al. 63
entrepreneurship education suggests that students perceive simulation gameplay
as a useful education exercise that extends their knowledge about entrepreneur-
ial decision variables (Huebscher & Lendner, 2010). Serious games have some
deﬁnable characteristics as highlighted by Prensky (2001), which includes fun,
play, rules, goals, interactivity, outcomes or feedback, win states, conﬂict, and
problem solving. Games also require a narrative and adapt as a player moves
through the game.
When using serious gaming to simulate entrepreneurship, important discip-
linary questions arise, especially when considering Fayolle et al.’s (2016) ﬁrst
didactic challenge. How do we deﬁne entrepreneurship and what is being simu-
lated? What is the correct level of complexity and uncertainty? And, within what
problems and sequence? How does the structure of the simulation map against
practical or scientiﬁc knowledge of the subject matter of entrepreneurship? What
implicit assumptions bind the learning process? The simulation and gaming
literature provides a theoretical framework for anchoring these considerations.
This framework suggests that serious games are often evaluated using three
criteria: ﬁdelity, veriﬁcation, and validity (Feinstein & Cannon, 2002).
Fidelity refers to the amount of realism in a simulation (Pellegrino & Scott,
2004). Though some amount of ﬁdelity is essential in serious games, prior
research suggests that excessive ﬁdelity can be problematic (Billhardt, 2004).
In entrepreneurship simulations, for example, Hindle (2002, p. 238) argues
that students need ‘‘adequate suspension of disbelief.’’ That is, students need
credible scenarios that will provide enough challenge, without overwhelming the
player with detail, since actions need to be executed within an appropriate time-
frame (Hindle, 2002).
Creating the right blend of ﬁdelity ensures that learners enjoy the game and
remain engaged (Maguire, Van Lent, Prensky, & Tarr, 2003). Relaxing the ﬁdel-
ity of a game does not negatively impact learning outcomes, and doing so can
enhance fun and engagement (Vogel et al., 2006). Being too realistic, therefore, is
not necessarily the aim of a serious game, for example, Low et al. (1994) argue
that, ‘‘the ideal game will be rich enough to capture critical aspects of the entre-
preneurial process, but suﬃciently simple to minimize the danger of confounding
factors’’ (p. 384). This statement highlights the important opportunity for entre-
preneurship simulations as they can assist learners in avoiding some of the most
painful life lessons one might encounter launching a real company.
Veriﬁcation focuses on ensuring whether the simulation is working, and model-
ing the scenario and variables as intended. Veriﬁcation ensures technical
64 Entrepreneurship Education and Pedagogy 1(1)
reliability, and in the gaming context, it is often focused on testing and retesting,
as well as, upgrades, updates, and patches. Prior research in entrepreneurship
education has found technical reliability to be essential for eﬀective student
engagement within the classroom setting (Hindle, 2002). Technical reliability
can be impeded or enhanced by the trainer. Thus, veriﬁcation also includes
factors, such as, intuitiveness of the game interface and the prior training of
the trainer (Low et al., 1994).
As research is sparse on the technical aspects of such games, it is important to
inject the idea of uncertainty into this discussion as it can be a diﬃcult concept to
model. As McMullen and Shepherd (2006) note, actions taken by entrepreneurs
involving innovative new ideas are inherently uncertain, often creating situations
with unknown outcomes. This appears to confound some of the ideas in both
veriﬁcation and validation, yet reconciliation is possible upon relaxing certain
aspects of each. Simulations should provide players with the tools they need to
create uncertainty, yet also the same power to react to uncertainty caused by the
game purposefully or through other circumstances.
Validation is the third criteria used in assessing serious games. It aims to ensure
that the simulation is designed to correctly model the processes that exist in reality
(Pegden, Sadowski, & Shannon, 1995). In this criterion, there are many issues in
entrepreneurship education. First, what deﬁnition of entrepreneurship is applied?
Entrepreneurship might be small business management, venture creation, or ven-
ture growth (Carland, Hoy, Boulton, & Carland, 1984; Shane & Venkataraman,
2000). It could be opportunity recognition or creation (Shepherd, 2015; Thrane,
Blenker, Korsgaard, & Neergaard, 2016) or innovation (Drucker, 2002;
Schumpeter, 1934), as well as, a number of other alternatives (Gartner &
Vesper, 1994). Shane and Venkataraman (2000) note that entrepreneurship
does not require creation of new organizations, and it is the role of innovation
which sets this apart from small business management (Carland et al., 1984).
Fayolle et al. (2016) emphasize that the nature of the ‘‘reality’’ the simulation
seeks to emulate has much scope for variation due to the underlying didactic
challenges. This is because of the need to account for the constraint of simulat-
ing reality where the outcomes are unknown due to innovative actions under-
taken by entrepreneurs (see McMullen & Shepherd, 2006). Thus, it appears that
the preponderance of uncertainty in the reality of entrepreneurship will compli-
cate the idea of creating a valid simulation. Nevertheless, it is possible to inject
uncertain situations, aligned with the current context a user is focused on,
through user controls and decisions. In doing so, the need to adequately
model the reality of uncertainty in entrepreneurship should be balanced with
the need to measure skills and competences, which is often enhanced by a more
standardized, set narrative.
Fox et al. 65
Prior research in entrepreneurship education has focused on games designed
to enhance deal making, negotiation skills, networking, and ethics. In doing so,
entrepreneurship is seen ‘‘as a tournament between competing entrepreneurs’’
(Low et al., 1994, p. 386) and has focused on decision-making simulating ‘‘a
managerial in-basket exercise’’ (Hindle, 2002, p. 237). Evidently, within the
existing gaming landscape, the skills and competencies simulated could vary,
the entrepreneurial context might vary, as might the underpinning conceptual-
ization of entrepreneurship itself (Pittaway & Cope, 2007b). For the purposes of
this research, we form these key questions and criteria into a review framework
(see Table 1).
The ﬁeld research used the review criteria in Table 1 to consider contempor-
ary examples of serious games and help attend to Fayolle et al.’s (2016) ﬁrst
didactic challenge. Before reporting this research, however, we must also address
Fayolle et al.’s (2016) second and third didactic challenges. We address the
second by considering current research about how entrepreneurs learn and use
this to establish a framework for considering the serious games reviewed.
Finally, we address the third by conducting a rigorous review of existing edu-
cational practices (i.e., serious games currently in the market), and our research
ﬁndings are reported in the ﬁnal part of the article.
Table 1. Effective Gaming Design Review Criteria.
Criteria Description Relevant factors for entrepreneurship
Fidelity Amount of realism
present in the game
Level of reality present in the game. Is this game
simulating a facet of the entrepreneurial process?
Balance of reality and challenge appropriateness for
target learner. Can learners understand the
boundaries enough to perceive inherent
Fun and potential for engagement
Verification Quality of the game’s
Technical reliability, absence of technical or user
Interface design, intuitiveness, and usability
Level of instructor training and involvement for
Validation Game’s coherence and
alignment with the
Existence of an underlying narrative. Does the lear-
ner impact this narrative?
Underlying theory guiding the narrative.
Competence and skills focus of the game design.
What should entrepreneurs get out of playing a
Note. Adapted from Feinstein and Cannon, 2002.
66 Entrepreneurship Education and Pedagogy 1(1)
Entrepreneurial Learning Review Framework
Research on entrepreneurial learning (and the accompanying technology) has
advanced considerably, since Low et al. (1994) and Hindle (2002) ﬁrst con-
sidered serious games in entrepreneurship education. We contend that current
research in entrepreneurial learning provides a valid framework through which
to evaluate the current gaming landscape. Games, as a pedagogic approach,
seem to align well with the socioconstructivist educational paradigm (Gibb,
1987, 2002). They respect the learner’s need for self-determination (Ryan &
Deci, 2000), apply the concept of ‘‘ﬂow’’ to ensure pleasure and engagement
(Csikszentmihalyi, 1990), can support cooperative learning (Hattie, 2009), and
provide timely feedback to the learner. An entrepreneurial learning framework
that is likewise based on similar philosophies about learning, therefore, seems a
good basis on which to evaluate existing practice.
Entrepreneurial learning has been recently reviewed as a subject (Pittaway &
Thorpe, 2012; Wang & Chugh, 2014). There are many contributing concepts
that provide this study with a framework to review the practice of serious games
in entrepreneurship education. As these are reviewed elsewhere, we introduce
them brieﬂy to illustrate how they are used within the context of the current
study (Harrison & Leitch, 2005, 2008; Jones, Macpherson, & Thorpe, 2010).
Active Learning or Learning by Doing
Active learning or learning by doing is widely perceived to be a key way in which
entrepreneurs develop understanding, learning as they go while working on the
job (Gartner, 1988; Jones, Macpherson, & Woollard, 2008; Watts, Cope, &
Hulme, 1998). In serious gaming, Low et al. (1994) point out, ‘‘in a ﬁeld
where much learning occurs through doing, games and simulations that provide
realistic entrepreneurial experiences have the potential to be of enormous
beneﬁt’’ (p. 384). Games, by deﬁnition, are experiential and engage players in
interaction, problem-solving, choices, and narratives. As such, they can be
considered to model learning-by-doing in the entrepreneurial domain. It must
be noted, however, that they are unlikely to simulate all aspects of the experi-
ence. For instance, prior research suggests that they would be expected to leave
out emotional, ﬁnancial, and social exposure, which are known to heighten an
entrepreneur’s learning engagement (Pittaway & Thorpe, 2012).
Learning-by-doing is considered to lead to the acquisition of a ‘‘stock of
experience’’ (Cope, 2005). Cope (2005), for example, details the sequence and
learning processes that occur upon entrepreneur’s involvement in critical events
or episodes (Cope, 2005). This also helps contribute to one’s entrepreneurial
identity through personal and social emergence (Rae, 2005). Learning processes
can also occur in nonlinear patterns and can vary based on the individual
moving through the game. Stock of experience and ‘‘entrepreneurial
Fox et al. 67
preparedness’’ are placeholders for modiﬁcation of existing thoughts and stra-
tegies and can also represent new cognitive processes that arise as outcomes of
learning (Chen, Yao, & Kotha, 2009; Cope, 2011; Reuber & Fischer, 1993;
Smilor, 1997). Cope (2005) links this stock of knowledge to ‘‘entrepreneurial
preparedness’’ (Politis, 2005; Smilor, 1997). The relationship establishes that
prior experiences can have an impact on individual’s preparedness to take entre-
preneurial actions. Within the gaming context, this relationship demonstrates
that repetitive practice through well-designed serious games could help prepare
players for future entrepreneurial acts. It also illustrates that game designers
need to be cognizant of the existing prior experience of players. A game designed
for undergraduate students may not, for example, have enough ﬁdelity for more
experienced entrepreneurs, thus highlighting the importance of the intended
Experience alone though has been recognized as insuﬃcient (Cope & Watts,
2000). Other forms of learning have been shown to play an important role in
the entrepreneurial learning process. These forms include: reﬂective learning
(Cope, 2005); situated learning (Hamilton, 2004), learning through crises
events (Cope, 2011), and vicarious learning (Baron & Henry, 2010; Holcomb,
Ireland, Holmes, & Hitt, 2009). Each form has important ramiﬁcations for
assessing serious games in the subject.
Reﬂective learning, for example, has been shown to be important in the consoli-
dation of outcomes from experiences and it comes in a number of diﬀerent
forms. Games, if well designed, should encourage reﬂection. Decisions and
choices are made, the narrative progresses, and leads to performance outcomes
including win states. Decision stages are also likely to be more rapid from how
they might occur in reality and so feedback on outcomes is often instantaneous.
How well designed the links are between a game’s goals, outcomes, and feedback
will clearly impact on the value of the reﬂective outcomes for the learner. The
immediacy of feedback in games also oﬀers some limitations for reﬂective prac-
tice. Too much immediacy may not allow space for ‘‘deeper’’ reﬂective learning
that often requires space away from the action (Cope, 2011; Tseng, 2013).
Situated learning likewise oﬀers considerations for game designers in entrepre-
neurship education. It is broadly recognized that learning in the entrepreneurial
context is an individual, team, and organizational phenomenon (karatas¸ -O
2011; Taylor & Thorpe, 2004). Entrepreneurs learn from other stakeholders and
family members (Cruz, Howorth, & Hamilton, 2012; Hamilton, 2004).
Entrepreneurial processes are often team based and learning as a venture
68 Entrepreneurship Education and Pedagogy 1(1)
grows is considered an organizational phenomenon (Jones & Macpherson,
2006). While players of the game have individual learning experiences that
have value, a game may fail to simulate entrepreneurial learning if it does not
engage the computer, nonplayable characters, and other players fully into the
game in order to build eﬀective interactivity. Interaction with family, stake-
holders in the venture process, and competitors in the market place seem like
essential components of eﬀective game design (Low et al., 1994). The presence of
unforeseen events, market disruptions, and institutional changes (such as
changes in government policy) might also be important aspects of the situated
nature of a game. Vicarious learning oﬀers similar considerations (Holcomb
et al., 2009). For example, to what extent does the game provide access to
‘‘real life’’ responses to similar problems and challenges and to what extent is
engagement individual or team-based? Each of these items will impact the ﬁdel-
ity of the game. The opportunity to engage in vicarious or symbolic learning
(through others’ experiences) might further enhance the potential outcomes for
the learner (Baron & Henry, 2010).
Learning From Crises
Learning through crises events is another identiﬁable aspect of the entrepreneur-
ial learning literature (Cope, 2011; Politis & Gabrielsson, 2009; Shepherd, 2003).
Here, it has been noted that critical episodes and failure events can have heigh-
tened learning outcomes when compared with regular operational activities
(Shepherd, 2003). A focus on such events has also led researchers to consider
more deeply the emotional aspects of learning within the entrepreneurial context
(Cardon, Foo, Shepherd, & Wiklund, 2012; Cardon, Wincent, Singh, &
Drnovsek, 2009). Passion, enthusiasm, and emotional engagement with the sub-
ject are increasingly viewed to be both enablers and inhibitors in the learning
process (Shepherd & Kuratko, 2009; Ucbasaran, Shepherd, Lockett, & Lyon,
2013). These aspects of the ﬁeld highlight further considerations for evaluating
serious games. To what extent do game designs build in unforeseen crises and
events? Many in the entrepreneurial ecosystem contend that one of the most
eﬀective ways to learn how to be an entrepreneur is through failure (Pittaway &
Cope, 2007b) and one of the most common adages in practice is ‘‘fail fast’’ or
even ‘‘fail fast, fail often, and cheaply.’’ Game designs oﬀer the potential to
allow learners to fail and do so in a controlled way limiting downside risk.
Constant practice through game scenarios can also help learners prepare for
such challenging episodes. So, an obvious criterion to consider is how current
game designs simulate and engage the learner in failure, mistakes, and crises,
recognizing that there is a continuum between smaller mistakes and catastrophic
failure (Mellahi & Wilkinson, 2004). Failure in entrepreneurial contexts brings
emotional consequences that are seen to heighten learning, and a review of the
gaming landscape must also consider the extent to which games engage learners
Fox et al. 69
in emotional aspects of learning. Here, games, if well designed, should enhance
engagement through fun and play. This aspect of design it contended should
heighten learners’ passion and enthusiasm and in doing so may impact the qual-
ity of learning outcomes. As noted though, it is unlikely that more extreme
emotional aspects (such as, emotional exposure) are likely to be simulated
through serious games (Pittaway & Cope, 2007a; Pittaway, Gazzard, Shore, &
For the purposes of this research, we applied this entrepreneurial learning
framework (see Table 2) to review existing serious games in entrepreneurship
education. The review also used criteria from the gaming literature (ﬁdelity,
veriﬁcation, and validation) to further consider the educational value of
games. In doing so, we have addressed Fayolle et al.’s (2016) second didactic
challenge and have presented an eﬀective method for evaluating practices. Next,
we address the third didactic challenge by undertaking a rigorous analysis of
serious games in entrepreneurship education. Before introducing the results of
this analysis, we explain our methodology.
The research method applied elements of a systematic literature review (SLR),
case study research, and playing serious games. We reviewed the gaming land-
scape using these elements of the SLR method to ensure transparency through-
out the process, used initial reviews to identify ﬁve case studies, and played the
ﬁve games in detail. During each step of the process, the conceptual review
criteria developed was applied to assess the games being evaluated.
Table 2. Entrepreneurial Learning Review Criteria.
Type of learning Relevant features in game environments
Active learning Engaging learning by doing, by making decisions, solving problems,
acting ‘‘as if’’ and implementing choices within the game context.
Extent to which the game draws on and adds to the learner’s existing
stock of experience.
Reflective learning Level of reflective practice built into the game and the nature and
forms of reflection encouraged.
Situated learning Whether the game places learners within situational contexts via
interaction with nonplayable characters, the computer, and other
Vicarious learning Level and involvement of others in the learning process including
peers, mentors, and instructors.
Affective learning Evidence of emotional engagement with the game, likely level of
absorption, emotional simulation, and other emotional outcomes.
70 Entrepreneurship Education and Pedagogy 1(1)
SLR methods have been developed in social science and management inquiry to
develop thematic reviews of particular subjects (Denyer & Neely, 2004;
Tranﬁeld, Denyer, Marcos, & Burr, 2004). The emphasis in SLRs has been to
develop reviews that enable transparent, evidence-based evaluations of a ﬁeld
that both abstract and synthesize a subject (Thorpe, Holt, Macpherson, &
Pittaway, 2005). The method was applied in this research to enable the system-
atic collection of serious games in entrepreneurship education. The steps that the
review conducted are as follows:
1. Search strings—a number of key words and search strings were developed
and tested to undertake searches. Key words such as ‘‘game,’’ ‘‘simulation,’’
‘‘small business,’’ ‘‘new venture,’’ and ‘‘entrepreneur’’ were identiﬁed and
constructed into common search strings.
2. Search strings were used in common search engines (e.g., Google) to seek out
an initial sample of serious games. Common search engines were preferred to
literature databases (e.g., Business Source Complete) due to the focus of the
search on games rather than literature.
3. During initial searches for games, a large number of results were identiﬁed.
These were reviewed by ﬁltering in only web pages that had been updated in
the last year (2016). This approach was used as a means to uncover ‘‘active’’
products. Forty-one serious games were identiﬁed during this stage and these
are reported in Appendix 1.
4. Web pages for each game were reviewed in detail. As is common for SLRs,
inclusion and exclusion criteria (Pittaway, Holt, & Broad, 2014) were applied
to assess the relevance of the games in entrepreneurship education. Criteria
included aspects such as, topical ﬁt, technical eﬃcacy, misleading or false
advertising, and obsolescence (i.e., games were not being sold or updated).
At this stage, 17 of the games were excluded from the sample.
5. Of the 23 remaining games, 15 were excluded for deﬁnitional or scoping
reasons. They did not meet our deﬁnition as highlighted earlier in the article.
In most cases, these were true games focused on entertainment and were not
serious games focused on education. Other cases included the scope of what
the game facilitated—if the game’s scope included only a very narrow skill or
process useful to entrepreneurs, it was excluded as well. At this stage, one
game was excluded due to its lack of availability to the researchers.
6. The remaining eight games were analyzed more deeply using the review
criteria established and ﬁve of these were played in depth for additional ana-
lysis based on access.
Following the use of an SLR-like method to select the games for review, the
research conducted case studies. These case studies are assisted by ‘‘gaming play-
ing’’ as a method of data analysis. Case studies are a recognized and accepted
method in management research (Yin, 2014). Mayer, Bekebrede, et al. (2014)
Fox et al. 71
suggest that this methodology is one of many beneﬁcial ways to explore the
functionality and purpose of serious games. In this study, the serious game
reviewed represents the ‘‘case,’’ and there are ﬁve such cases evaluated. The
case in this research is the ‘‘product’’ itself rather than a particular intervention
using the game (Baxter & Jack, 2008). Evidence on cases was collected by
review of secondary information, analysis of product design, and through
active engagement (play) with the products; therefore, multiple sources of evi-
dence were applied to our evaluation (Eisenhardt, 1989). We undertook a
purposeful sampling method as outlined by applying the SLR method to
our selection process (Gerring, 2005). These case studies represent illustrations
of the games available and are thus illustrative cases (Stacks, 2013). Our data
analysis incorporated using the review criteria established to evaluate games,
involved reviews and assessments of game design, and direct interaction with
the games through game playing. Aarseth (2003) suggests that failing to play
games under analysis leaves the researcher at risk for misunderstanding various
components and processes. Participating in games allows for mapping of the
various rules, win-states, and other critical mechanics that makeup a game
While this research uses a method common in instructional technology, there
are some limitations to be considered. Our cases formed around the ‘‘product’’
rather than around an ‘‘instructional intervention using the product.’’ We exam-
ined a large number of serious games, looked in detail at eight games, and
provided ﬁve cases studies but we did not observe how the game was used in
the classroom by an instructor. It is possible that some variations in our assess-
ment could be inﬂuenced by this mode of investigation, in particular, vicarious
and aﬀective learning assessment may have been inﬂuenced. Future researchers
of this subject could expand our work by observing instructional practices and
technologies in the context of the classroom experience. From our literature
review work, however, it is recommended that such work uses multiple rather
than single case studies. In this study, our method of interrater reliability is
somewhat limited. The lead researcher undertook the SLR, conducted the
review using the method as outlined, and played the case study games. Given
the nature of the process, and its labor-intensive nature (i.e., game playing), the
use of multiple researchers and the creation of interrater reliability in the assess-
ment process was not deemed feasible. Instead the researchers engaged the
supporting researcher in ‘‘checks and balances.’’ This involved a step by step
reporting and reviewing procedure designed to ensure transparency and validity
of the data collection and analysis process. The nature of the initial search pro-
cess also leaves the potential that games are left out of the evaluation set, as
they are not discovered. Despite these limitations, we contend that the research
carried out was rigorously conducted and presents the most comprehensive
understanding of serious games in entrepreneurship education currently
72 Entrepreneurship Education and Pedagogy 1(1)
Next, we introduce each of the ﬁve cases and explain the general results of the
review. Then, we discuss serious games in entrepreneurship education and high-
light ﬁndings from both the case studies and the wider sample. Finally, the
conclusions are highlighted.
Interpretive Solutions oﬀers a well-known and widely used set of entrepreneur-
ship simulations focused on retail entrepreneurship. Key learning areas include
strategy, analysis, marketing, accounting, and other facets of operating a small
business. This round-based simulation allows faculty to cover important topics
at the end of each round students play. Players take the role of founder and at
the end of the game, the team with the highest net income wins.
GoVenture hosts two serious games focused on entrepreneurs: GoVenture
World and GoVenture Entrepreneur. GoVenture World allows players to make
entrepreneurial decisions about a variety of topics when starting a business and
players operate that business in an environment where other companies are
controlled by other players in real time. Topics covered include business man-
agement, strategy, planning, communication, marketing, and more. Players take
the role of a founder; however, they can also be investors. The game is a free,
open-ended, massive multiplayer online role playing game. GoVenture
Entrepreneur allows players to make turn-based decisions in managing a retail
store. Topics covered include strategy, planning, marketing, as well as some of
the personal choices which entrepreneurs must make. Players take the role of a
founder and there is a fee charged per student for playing the game.
SimVenture Classic represents a business simulation that incorporates startup
components as part of gameplay. Players take the role of a manager and play
against computer competition to make tactical decisions in starting a business.
This game can also be loaded with custom scenarios built by instructors to better
ﬁt course content.
Entrepreneurship Simulation: The Startup Game is a mixed computer-based
and real-life game designed to assist students in understanding the startup
process from a variety of limited roles. Players can take the role of founder,
ﬁnancier, or employee as they attempt to get their business oﬀ the ground.
Players take investments from investor players, hire employee players, and com-
pete with other founders and their companies.
The results of the initial detailed review of the eight games are highlighted in
Table 3. The games reviewed had a range of prices, free to $45 per seat for
academic users. Some simulations charged signiﬁcantly more for corporate
users. Most were not free and payment models tended toward short-term
Fox et al. 73
Table 3. Serious Games Review Results.
Startup Game SimVenture HipsterCEO
Fidelity Low Low Low Moderate Low Low Low Low
Verification High Moderate High Unknown High Low High Moderate
Validation Moderate Low Moderate Moderate Moderate Low Moderate Moderate
Active learning x x x x x x x x
Situated learning x x x x x x x
Vicarious learning x x
Affective learning x x
Reflective learning x x x x x x
Learning via crisis x
Note.Low, Moderate, and High ratings refer to evaluator opinion for each game in that category related to definitions. An ‘‘x’’ represents the evaluators opinion
on whether the example was encountered in the game, while blank cells indicate no encounter. The first five games were played.
licensing centered on a semester’s use for undergraduate students. Games
designed for the undergraduate marketplace were focused on embedding the
game within a course, as an aspect designed to assist overall course delivery as
many of the publishers include a variety of supporting resources to assist the
learner. One game that was in beta testing was free with the intention to use a
similar model following the testing period. Three of the simulations evaluated
were single player games only; the remaining games constructed multiple player
games designed to allow for player versus player competition. Roles within
games varied, some games allowed for the selection of multiple roles but most
placed the player in the role of ‘‘founder,’’ and in some games, this was the only
role available. Similarly, players could rarely switch roles once the game had
started. Only one of the games allowed the role of ‘‘venture capitalist,’’ one
allowed the role of ‘‘employee,’’ one allowed ‘‘angel investor,’’ and two allowed
for ‘‘other investors,’’ which typically meant a loan oﬃcer of a bank or friend/
family member with wealth.
Games generally did not include other stakeholders, such as, family members
in the roles a player can play. Games varied considerably regarding the ‘‘reality’’
being simulated and the context of the simulation. A common context was
‘‘retail entrepreneur’’ (e.g., clothing goods store, sporting goods store, or seller
of physical goods) while ‘‘software entrepreneur’’ also featured in two products.
Most products tended toward simulating small business management while there
were venture growth aspects to the software games. No games focused directly
on other contexts such as hyper growth, failure and liquidation, nondisclosure
processes for venture ﬁnance, IPO, and trade sales, although there may have
been scattered references to such concepts in material supporting such games.
So, games tend only to simulate new venture creation and small business man-
agement, and in most cases, the venture creation process was superﬁcial in the
sense that a small fraction of the total time spent playing was dedicated to this
task and more time directed to ﬁnancial decisions for an operating small
Temporal controls were implemented in the form of round-based play in four
games. The remaining game was open-ended with no theoretical end. A majority
of the games include feedback and reﬂection periods where the game oﬀers
feedback to help hone in on better decision-making based on the variables
users have control over. Every game in the sample includes trial and error
experimentation and attempt to model learning by doing (Gartner, 1988;
Watts et al., 1998). They do this by modeling actual decisions a player would
have to take when starting or managing a venture. Only two games had any
sense of ‘‘crises’’ and so learning through mistakes, errors, and failures seemed
to be very lightly modeled (Cope, 2011; Politis & Gabrielsson, 2009). Crises were
sometimes built-in, one-time events occurring in a simulated period. An example
of a crisis scenario would be an accusation of theft by current employees. Other
crises were a function of temporal controls of the game, like the company burn
Fox et al. 75
rate creating dire conditions for business operations (Shepherd, 2003).
Emotional components of learning, as expected, were not simulated by the
games outside of short descriptions of events which might residually impact a
founder’s emotions. Each of the games included ﬁnancial decision-making but
most did not model ﬁnancial exposure as might be experienced by an entrepre-
neur. Other emotional components, such as social and emotional exposure, were
essentially absent from the games. Only one game included situations at ‘‘home’’
that spilled over into the player’s decision-making.
Generally, catastrophic failure was modeled poorly (Shepherd, 2003). The
ability of the business to fail completely was almost absent and only in two
games could the player reach this state. Other games allowed the business to
continue operation and, in some cases, losing money into inﬁnity. This weakness
occurs in the artiﬁcial framework created in the games related to ﬁnancing where
the allowable boundary conditions make it impossible to fail. Incremental and
microscopic mistakes could occur allowing the player to learn and reﬂect but this
did not add up to the critical failure of the venture and closure with its various
ramiﬁcations (Cope, 2011; Politis & Gabrielsson, 2009). It is likely that failure
prevention is closely linked to the disallowance of uncertainty to creep into game
elements. Instead of purely uncertain situations, many of the games are coaxing
players to practice their behavior under situations of information asymmetry.
While there exists an element of perceived uncertainty from that of the player,
outcomes are still somewhat ﬁxed to help ensure learning objectives are met.
Games in general provide valuable learning by doing tools and are eﬀective ways
that educators can enhance experiential learning in and outside of the classroom
(Low et al., 1994). In most cases, the games simulate decision, choice, and action
frameworks well, and have a good level of ﬁdelity for the chosen audience.
Learners gain access to appropriate processes and have an opportunity
to have fun and play ‘‘as if’’ they were the founder of a business. At present,
the reviewed games have a very narrow deﬁnition of the ‘‘reality’’ they seek to
simulate. The games are mainly focused on small business management as their
underlying deﬁnition of entrepreneurship and ignore other conceptualizations.
Venture creation processes are often included but were found to be superﬁcial,
and innovation in business models is not possible. Most players were boxed in to
decisions open to a small business owner and were not able to provide more
innovative responses because they were forced into pursuing a win state dictated
by an underlying small business management framework. This relegates players
to seeking optimization functions between various variables within the game.
Meanwhile, many other important venture constructs are ignored, for example,
opportunity recognition, rapid venture growth, and venture investment
76 Entrepreneurship Education and Pedagogy 1(1)
processes. While these concepts could be introduced through instructor
resources, they were not incorporated into most simulations due to the diﬃculty
to simulate such scenarios.
Reﬂection was encouraged in the majority of the games (Cope, 2005), both by
the setup of round-based decisions and instructor reactions to player decisions.
It is important for learners in games to make diﬀerent decisions with the same
sets of criteria that were available in the previous round and most of the games
allowed for this. Some of the games did not include time for reﬂection and feed-
back loops were not always setup to help coach players through more optimal
decisions. When a game leaves this out, it does not encourage ‘‘self-monitoring’’
as described in the research (Tseng, 2013). Reﬂection though was somewhat
superﬁcial in nature. Most reﬂective learning was focused on immediate changes
to decisions and choices in the search for the optimal response to presupposed
outcomes. Such reﬂection, while valuable in the context of these games, does not
mirror the critical reﬂection described by Cope (2005, 2011). Future research
may investigate the deeper role of the instructor in enhancing such reﬂection, as
well as additional features included in each game to encourage noninstructor
Situated learning and vicarious learning were simulated in part in these games
¨zkan, 2011; Taylor & Thorpe, 2004). In most cases, however, the
interactivity between players, the computer, nonplayable characters, and other
players was limited and not immersive enough to enhance learning in a deeper
way. Most simulations did not have cofounder pairs with more experienced
players, did not allow players to switch roles and play from diﬀerent positions
in the relationship (e.g., the investor), and decision making in some of the games
lacked transparency depriving players of a better view of cause and eﬀect when
engaging in interaction. Some games did encourage team-based learning but
most were individual learning based that happened to occur in a space with
teams being controlled by other players, depriving learners of the ability to
learn vicariously from their peers. An exception to this was the single mixed
simulation which took place in both the classroom and virtually—students were
required to interact to proceed and had to react based on choices of other
players. Within the games, some important situated roles were simulated, such
as, employees, investors, customers, and suppliers. There was some variation but
very few examples of the impact of wider stakeholders, such as, family members,
mentors, and cofounders. These were also rarely played by other players in
the games and tended to be facilitated by nonplayable characters. Likewise,
the simulation of exogenous factors, for example, unexpected and disruptive
changes in the market or changes in government policy, was rarely included.
A focus on win states, as required by normal gaming design, does present
unintended consequences for learning from failure (Cope, 2011; Politis &
Gabrielsson, 2009; Shepherd, 2003). Only in two of the simulations was failure
Fox et al. 77
a normal experience. In most of the games, failure could be implied by proﬁt
declines or money lost, but absolute and catastrophic company losses were not
allowed. This aspect is a major deﬁciency in the ﬁdelity of most of the games
reviewed. Failure is a hallmark of risk and a critical component of the entrepre-
neurial learning context (Cope, 2011) for it not to be included risks setting
unrealistic expectations for players that might have negative implications and
lead to overconﬁdence (Giacomin, Janssen, & Shinnar, 2016). Allowing players
to experience failure within safe environments, such as games and simulating the
failure process, is an important recommendation and thus a major contribution
of this study.
Finally, it was evident from this work that many aspects of entrepreneurial
learning are absent from game designs. Lack of chaos, uncertainty, and ambigu-
ity was evident across the sample. No games incorporate rapid decision-making
in chaotic circumstances or required decisions that had multiple unintended
outcomes aside from impact on operational variables. This lack of risk, uncer-
tainty, and ambiguity as experienced in realistic entrepreneurial endeavor
seemed to be another major deﬁciency of the games reviewed (Politis &
Gabrielsson, 2009). For example, disruptive innovation is recognized as a
major theory underlying entrepreneurship thinking and nowhere in these
games were such disruptions to markets either created by the player or experi-
enced as an outcome of changes in a marketplace (Schumpeter, 1934). While this
could be a limitation for game developers, it also presents an opportunity to
simulate uncertainty through introduction of randomized elements, pathways to
fail, artiﬁcially intelligent enhanced nonplayable characters, and even giving
opposing players diﬀering goals to create more irrational environments. Doing
such creates a new challenge for educators in evaluating the eﬀectiveness of such
games, as uncertain outcomes do not always allow for traditional methods
of evaluation to take place. Emotional aspects of learning were also absent.
While one simulation did bring in a spouse as a nonplayable character, there
is very little connection between the family and the venture in these games.
No nonplayable characters engaged in irrational behavior that had negative
implications for the business as often happens in reality, and in general, the
games did not seek to engage the players in a deep enough way to lead to
much emotional engagement.
In this article, we used Fayolle et al.’s (2016) didactic challenges to construct an
analysis of entrepreneurship education practice. The review focused on serious
games used to simulate entrepreneurial learning. We addressed the ﬁrst didactic
challenge by reviewing best practice in serious game design and by seeking to
explore what entrepreneurial ‘‘reality’’ games were simulating. The second
78 Entrepreneurship Education and Pedagogy 1(1)
didactic challenge was attended to by constructing a detailed systematic method,
using well-established entrepreneurial learning methods, for reviewing serious
games in the entrepreneurship education marketplace. The ﬁnal didactic chal-
lenge was tackled by undertaking a rigorous assessment of games, using a
detailed review methodology, undertaking ﬁve case studies, and through game
playing as a method.
From this work, we can draw some conclusions about the serious gaming
landscape in entrepreneurship education. First, games do provide much value in
the education process. They allow students to engage in experiential learning
that is fun and engaging, and in doing so, they provide an excellent support
mechanism for student education in the subject. Well-designed games seem to be
of particular value in allowing students to learn-by-doing (Low et al., 1994).
Games place students in interactive virtual environments that can be immersive,
and the consequential serious play that follows allows students to test out
decisions and build entrepreneurial preparedness in a safe and risk-free
Games have strong problem-solving aspects, and the outcomes feedback
loops within these problem-solving situations do encourage forms of reﬂective
learning. They also engage students in narratives providing insights into speci-
ﬁed entrepreneurial contexts (mainly small business management) and do so in a
dynamic way, allowing students to navigate through virtual situations, decisions,
and choices. We, therefore, concur with prior researchers who have concluded
that serious games are an important and signiﬁcant tool in the entrepreneurship
education toolbox (Hindle, 2002; Kriz & Auchter, 2016; Low et al., 1994).
The gaming landscape also continues to progress with many more products
on the market covering diﬀerent entrepreneurial contexts and technological
advancements, such as virtual reality and artiﬁcial intelligence oﬀering many
opportunities for improvements in technological and learning sophistication.
Second, our review of serious games in entrepreneurship education does,
however, highlight many considerations regarding ﬁdelity, veriﬁcation, and
validation. Current games on the market have a tendency to coalesce around
small business management as their underpinning conceptual framework for the
‘‘reality’’ they simulate. The challenges of ﬁdelity in simulations are widely noted
(Hindle, 2002; Vogel et al., 2006), and thus it is not surprising to note the lack of
realism in most simulations that we evaluated. Mixed serious games, combining
computer simulations and classroom activities, appear to be one outlier which
approaches simulation ﬁdelity diﬀerently than most of the other simulations.
Consistent with Hindle (2002), we conﬁrm that most entrepreneurship simula-
tions rely on the assumption that students will relax the ﬁdelity constraint while
gameplay commences. Venture creation processes are treated superﬁcially and
other important contexts, such as, venture growth, ﬁnance, liquidation, and
divestment are overlooked. The validity of the gaming landscape in
Fox et al. 79
entrepreneurship as a whole, in terms of its ability to simulate entrepreneurial
endeavor, is thus questionable. While reﬂective learning does occur within game
design, it is focused on immediate feedback loops to problem-choice decisions,
and so, many games do not involve the learner in deeper critical reﬂection to any
major degree; although instructor engagement in the classroom may somewhat
alleviate this problem.
Third, gaming is also generally poor at simulating other aspects of entrepre-
neurial learning. In particular, aﬀective learning and vicarious learning did not
have high degrees of ﬁdelity. Likewise, some games are better than others at
oﬀering a range of roles, thus encouraging interactivity and engagement with the
computer, other players, and nonplayable characters. Many of the games pro-
vide very limited situated contexts for the learners. Disruptive events, learning
from mistakes, and the ability to act in disruptive ways are largely ignored in
game design. While this is inherently diﬃcult to simulate, it also possibly
explains the reason many simulations focus on decision variables related to
ﬁnances in the management of an entrepreneurial venture. Linear and predict-
able functions based on relationships between ﬁnances and decision variables
can be modeled and veriﬁed to interact correctly with one another. A departure
from the veriﬁcation criteria may create nonlinear situations with uncertain
outcomes; thus risking the validity of a simulation as a player pursues an uncom-
mon vector when playing the game. Running a disruptive startup company,
however, typically requires nonlinear decision-making, so there must be some
balance struck to incorporate unknown phenomenon and their impact on deci-
sion-making. Finally, most of the games do not allow catastrophic failure.
A player cannot bankrupt the venture, go out of business, and navigate an
insolvency process. We viewed this deﬁcit as a signiﬁcant oversight in the
design of existing games.
Our research has implications for entrepreneurship education and research.
For educators, it is clear that serious games do add value to the educational
experience, consistent with previous explorations of learning outcomes (Kriz &
Auchter, 2016). The gaming landscape, however, is becoming more complex and
there are more choices and so educators need to make careful choices and val-
idate their choices before implementing serious games in the classroom. Poor
veriﬁcation (technical eﬃcacy) is particularly damaging once a game is intro-
duced into the educational context and educators need to spend time to test and
verify a product before they adopt it (Hindle, 2002). Educators also need to
think carefully about the learning outcomes they seek to accomplish and how
well the particular game assists with these learning outcomes. Games tend to
overwhelmingly focus on small business management and the types of skills and
competencies desirable from these games (e.g., venture creation) may not always
be simulated as well as the educator would like. A focus on modeling linear
processes and predictable relationships presents a unique challenge to educators
80 Entrepreneurship Education and Pedagogy 1(1)
as it can create diﬃculties in pinpointing skills and competencies that are neces-
sary in the entrepreneurial realm. This compounded by the challenges presented
by a strict adherence to eﬀective assessment. While longitudinal research has
shown support for the positive eﬀect of using entrepreneurship simulations in
the classroom (Kriz & Auchter, 2016), it also uncovers that motivations may
remain unchanged or even drop after playing a simulation. This presents an
opportunity for educators, researchers, and game developers to work together
to identify which skills acquired through serious games might also have a posi-
tive impact on motivation.
For researchers, it is quite clear that this subject is underresearched. While
there have been previous studies on entrepreneurial personality, motivation, and
intentions in relation to simulations (Mayer, Kortmann, Wenzler, Wetters, &
Spaans, 2014; Newbery, Lean, & Moizer, 2016), we found very few dated papers
directly addressing this topic. While we cannot rule out omitting papers or fail-
ing to account for papers more broadly focused on business simulations, it is
evident that there are many opportunities for more research. In particular,
multicase study eﬀorts that observe the use of serious games in the classroom
environment seem very promising because they can oﬀer deeper insights into the
diﬀerent components of the learning experience. Speciﬁcally, studies that
observe emotional responses of learners to gaming, review, and expand our
appreciation of the value of new technologies in this context (e.g., virtual reality
and artiﬁcial intelligence), and that go deeper into particular learning processes
and forms are likely to produce signiﬁcant insights for the literature; all appear
to have potential and merit attention.
The research also has implications for game designers. It seems clear that
designers are focused predominantly on a very narrow niche ‘‘small business
management for undergraduate students’’ and so have many more opportunities
open to them than they currently exploit including other customer segments and
other underlying entrepreneurial processes. While it is important for designers to
get the right balance about the ﬁdelity of a game (ease, fun, and engagement
while modeling reality), the research concludes that current games have some
signiﬁcant deﬁcits in terms of the types of learning they promote. Designers also
may need to fragment games into smaller pieces to accurately address skills
needed for particular scenarios entrepreneurs face, including uncertainty, as
well as, varying skills simulated as they relate to diﬀerent venture stages and
Ultimately, the contribution of this study is to provide a renewed impetus for
considering the role of serious games in entrepreneurship education. These
games have pragmatic value, and play is a fun way to engage students. While
the current gaming landscape could improve, we conclude that games provide a
safe and risk-free pedagogy for learners to enhance their entrepreneurial pre-
paredness before they launch or join a new venture.
Fox et al. 81
Appendix 1. Serious Games Identified From the SLR
GoVenture: Entrepreneur Evaluated
GoVenture world Evaluated
Interpretive solutions: Entrepreneur Evaluated
Entrepreneurship simulation: The startup game Evaluated
Entrepreneurship in action: A retail store simulation Filtered
Hot shot business Filtered
Junior achievement club simulation Filtered
Lemonade stand game Filtered
Lemonade stand Filtered
Venture strategy Evaluated
EquitySim Definitional/scope issues
Venture capital game Filtered
Venture capital simulation Filtered
VC game Filtered
Mike’s bikes Definitional/scope issues
Music2go Definitional/scope issues
Threshold entrepreneur business venture simulation Filtered
Clean start Definitional/scope issues
Solar simulation Definitional/scope issues
Salt simulation Definitional/scope issues
Fishbanks simulation Definitional/scope issues
EIS Definitional/scope issues
SimCEO Definitional/scope issues
The startup heroes Filtered
Experiential simulations Definitional/scope issues
Forio venture capital Filtered
82 Entrepreneurship Education and Pedagogy 1(1)
Declaration of Conflicting Interests
The author(s) declared no potential conﬂicts of interest with respect to the research,
authorship, and/or publication of this article.
The author(s) received no ﬁnancial support for the research, authorship, and/or publica-
tion of this article.
1. A 2013 Kauffman Foundation report shows a steady increase in entrepreneurship
education programs offered at U.S. colleges and universities. According to the
report, by 2006, U.S. colleges and universities offered 500 formal programs (majors,
minors, and certificates) compared with 250 programs in 1985, and 100 programs in
2. In this first instance, we use simulation in educational practice loosely to include all
types of educational activity that are focused on reproducing realistic entrepreneurial
experience for students in educational settings.
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Joe Fox is a doctoral student at Ohio University studying Entrepreneurship and
Instructional Technology and is a visiting assistant professor of practice in the
Department of Management at the University of Akron. His research focuses on
entrepreneurial learning through computer simulations, the interactions between
88 Entrepreneurship Education and Pedagogy 1(1)
entrepreneurs and angel investors, physiological behaviors, as well as artificial
intelligence in entrepreneurship.
Luke Pittaway is the chair of the Management Department and copeland pro-
fessor of Entrepreneurship at Ohio University. He was previously the director of
the Center for Entrepreneurship. Dr. Pittaway’s research focuses on entrepre-
neurship education and learning and he has a range of other interests including:
entrepreneurial behavior; networking; entrepreneurial failure; business growth;
and, corporate venturing.
Ikenna Uzuegbunam is an assistant professor of Strategy, Entrepreneurship and
International Business at the College of Business, Ohio University. His research
focuses on the resource-based and socio-cultural factors that influence innova-
tion and entrepreneurship, in developed and emerging market countries.
Fox et al. 89