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*Corresponding author: Email: nurfatimatuzz@stiesia.ac.id;
Cite as: Satria, Vinza Hedi, Nur Fatimatuz Zuhroh, and Juwita Sari. 2024. “Enhancing Student Engagement in
Entrepreneurship Education for Undergraduate Student through Gamification Methods”. Asian Journal of Education and Social
Studies 50 (8):206-14. https://doi.org/10.9734/ajess/2024/v50i81521.
Asian Journal of Education and Social Studies
Volume 50, Issue 8, Page 206-214, 2024; Article no.AJESS.120146
ISSN: 2581-6268
Enhancing Student Engagement in
Entrepreneurship Education for
Undergraduate Student through
Gamification Methods
Vinza Hedi Satria a, Nur Fatimatuz Zuhroh b*
and Juwita Sari a
a Department of Management, Sekolah Tinggi Ilmu Ekonomi Indonesia Surabaya, Indonesia.
b Department of Accounting, Sekolah Tinggi Ilmu Ekonomi Indonesia Surabaya, Indonesia.
Authors’ contributions
This work was carried out in collaboration among all authors. All authors read and approved the final
manuscript.
Article Information
DOI: https://doi.org/10.9734/ajess/2024/v50i81521
Open Peer Review History:
This journal follows the Advanced Open Peer Review policy. Identity of the Reviewers, Editor(s) and additional Reviewers,
peer review comments, different versions of the manuscript, comments of the editors, etc are available here:
https://www.sdiarticle5.com/review-history/120146
Received: 22/05/2024
Accepted: 23/07/2024
Published: 29/07/2024
ABSTRACT
Aims: This research aimed to assess and implement gamification methods in teaching
entrepreneurship learning materials at the undergraduate level. The study anticipates its findings to
serve as a benchmark for educators seeking to enhance student engagement in their courses,
particularly in Entrepreneurship. These outcomes are expected to offer practical insights and
strategies for improving learning experiences and outcomes across various educational disciplines.
Study design: The research’s method consists of three phases: First is to design the gamification
method, second is the implementation and third is evaluation to understand the effect of
gamification on student engagement in class.
Original Research Article
Satria et al; Asian J. Educ. Soc. Stud., vol. 50, no. 8, pp. 206-214, 2024; Article no.AJESS.120146
207
Place and Duration of Study: The research will be conducted over a period of one week for a
single topic. It will involve one class of college students which consists of 48 students from those
who are enrolled in the entrepreneurship course.
Methodology: The first phase of the research will design the gamification method for one learning
material. For current research, one learning material were chosen based on curriculum applied by
Sekolah Tinggi Ilmu Ekonomi Indonesia Surabaya. The curriculum from mentioned educational
institute were chosen since all the respondents participated in the research were student from fore-
mentioned educational institute. Thus, a gamification of Break-Even Point was created during this
phase. Second, the implementation, the students were asked to do certain assignments related to
the research. Third, after completing the assignments, students are asked to provide evaluations of
the tasks they worked on in the form of questionnaire surveys. These evaluations are then analyzed
and form the basis of the research results.
Results: From 48 students, roughly 88% of the student (42 students) were interested with the
gamification method given to them and it increase their knowledge on the topics. 10 students
already know the topic delivered by the gamification from previous course they had attended but
think that the gamification method is interesting. The rest of the students feel no effect from the
gamification at all.
Conclusion: From the result of the research, it is safe to assume that gamification method is
effective to increase student engagement. Most students agreed when asked if the
Entrepreneurship material presented was enjoyable. When asked if the method used was more
engaging than traditional oral teaching, most students also agreed. Some students even suggested
using the same method for future lessons.
Keywords: Educational; enterpreneurship; gamification; student engagement; break even point.
1. INTRODUCTION
The term “Student Engagement” earn it’s spot as
one of the important issue internationally [1,2].
Due to it’s vast and wide range of scope,
dimension and understanding, the definition of
“Student Engagement” sometimes became
malleable. The research that has been
conducted by [3] define Student Engagement as
two different components. First, the Learning
Engagement which include all activities that
happened in the classrom, including but not
limited to task and activities need to be done by
student. The second component is School
Engagement, where it define the attachment
each student had with their friend and teacher in
the school.
Research conducted by [4,5] tried to utilize
Kahoot! A commercial Quiz creator application
that utilize gamification method to deliver the quiz
to increase student engagement in traditional
lecture theaters. The research reported increase
in student’s engagement, retention and
concentration. Inline with the research, the
research that has been conducted by [6] show
increase of engagement and willingness from
student to learn during the COVID pandemic era.
Artificial Intelegence also had been used as one
of the strategy to increase student’s engagement
through hybrid education and yield positive result
towards student engagement [7]. Another form of
Artificial Intelegence, the LLM (Large Language
Model) Such as ChatGPT also has been utilized
to create gamification for Grammar learning [8]
Through the increase of student’s engagement
during the learning session, learning become
more fun and effective, research show increase
of student’s activity [9,10].
Increasing student engagement became an
important matters, but the problem is, not every
teacher know which strategy to apply during
learning process [2]. A research that has been
conducted by [11] gave insight on what other
researcher had done between 2016 to 2021 to
improve the student engagement. When talking
about the strategy that has been done, the most
used method are Social-Collabortive
Learning(SCL) with 58,4%, in the second place,
the Self-Directed learning with 43,2%, in the third
place, the Game-Based learning with 5,8%,
followed by Personal Learning Enviroment (PLE)
with 2,9%, other scenario 1,3% and 13,2% did
not mentioned. The research also encouraged
researcher in higher education to use text-based
tools as it’s main learning media due to highly
effectiveness in increasing student engagement.
From the previous research, the usage of game-
based learning as strategy of delivering
education material are still considered low, with
only 5.8%, there are still many unexplored
Satria et al; Asian J. Educ. Soc. Stud., vol. 50, no. 8, pp. 206-214, 2024; Article no.AJESS.120146
208
means of Game-Based strategy. Game-based
strategy or also widely known as Gamification
strategy [12], is one of strategy to deliver learning
materials through game-like process, for
example, aspect of interarctivity with freedom to
pick between certain options, reward-and
punishment and others. Previous past research
that employ this strategy show a promosing
result [13, 6, 14, 15]. The research conducted by
[16] argue the effect of gamification method. The
gamification method are indeed yield positive
result, but it all depend on the way the
gamification were created. The research
conducted by [17] gamified math learning into
puzzle-adventure-like game and yielded positive
result, research conducted by [18,5] also show
positive impact of gamification to student’s
engangement, despite some drawback of student
wear out effect that has been defined by [5] that
had been caused by class’s dynamic. Despite
the differences in learning material the
researches tries to deliver. This showed that
gamification is universial strategy that can be
used to many different course using different
media [19].
Enterpreneurship, as a college undergraduate
course require unique consideration. Unlike
many other course that were based on theory
and understanding, the student’s engagement on
enterpeneurship course became crucial thing. In
enterpreneurship course, student need to be
included and active during the learning process,
enterpreneurship require student’s creativity and
intuition [20,21] to not just see what is around but
also create something new, a business that has
not been found before. The unique nature of
enterpeneurship itself force the learning process
to be unique. A traditional oral-speech method
might not enough to deliver the enterpeneur
course and have the potential of failed to deliver
the course.
1.1 Formulating Research Question
From the introduction above, a problems were
identified. First, gamification strategy has been
proven effective to increase student’s
engagement. But previous research show small
usage of gamification despite it’s positive result.
Second, the enterpreneur course, as a unique
course which require student’s participation and
creativity would require high level of
engagement. Meaning, a special strategy is
required to deliver enterpreneur course
effectively. Thus, from two problems above, a
research question were formulated:
1.2 Can Gamification Strategy Increase
the Engagement of Enternepenur
Course?
To answer this question, research will be
conducted to answer the formulated question.
Thus, answering the question became the goal of
the conducted research.
2. METHODS
The goal of the conducted research is to
incorporate the fun and interactivity of
gamification into an entrepreneurship course,
which requires creativity and intuition from the
students. A quantitative research approach will
be utilized to achieve this goal. The first step is to
formulate a method as guidance for the
conducted research. The summary of
the research method can be seen in Fig. 1
below:
Fig. 1. Method of Research
Satria et al; Asian J. Educ. Soc. Stud., vol. 50, no. 8, pp. 206-214, 2024; Article no.AJESS.120146
209
2.1 Defining Learning Material
The gamification process will be based on
proposed theorical framework by [22] But before
entering the realm of gamification, first
enterpeneurship course material that will be
gamified need to be explained first.
Enterpreneurship course material from student’s
semester learning plan will be used as learning
material that will be gamified. For current
research, educational material: Break Even Point
(BEP) will be picked as Enterpreneurship course
education material that will be gamified [23].
2.2 Gamified Learning Material
After defining the learning material, next the
learning material that has been choosen will be
gamified. The idea of Break Even Point is to
determine the price of an item [23]. This idea
were utilized to create the base of the
gamification, to determine a price. The
difference, however, instead of measuring the
price of pre-defined item, student are able to
create their own item before counting the BEP.
The Flowchart of the Gamified Learning Material
can be seen in the Fig. 2.
First, the students were provided with price lists
of items they could choose from. They were
given the option to customize their selected item
based on the provided price list. Once they
finished customizing their item, the students were
then tasked with calculating the base price of
their customized item. After formulating the base
price, the students were asked to calculate the
Break Even Point (BEP) based on the base price
they had determined.
2.3 Tested Gamified Learning Material
The Gamified Learning Material will be tested to
one class of undergraduate college students
from Accounting Programs with total 48 students.
The research will be conducted for one day,
during the Entrepreneurship course. Each of the
students were asked to do the same task with
the limit of 120 minutes. Students were not
allowed to take a break from the task, except
bathroom break before submitting their BEP
answers.
After submitting the answer, students were given
questionnaire related to the previous task
they had done, the questionnaire consists
of question measured with Likert Scale (1-5)
to evaluate the conducted gamification learning
that previously has been done. Beside
questionnaire, the score of student’s answer
were also counted and analyzed to evaluate the
gamification.
Fig. 2. Flowchart of Gamified Learning Material
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3. RESULT AND DISCUSSION
The gamification for current research will use
Bakery as it’s main theme, meaning every item
that appear in gamification process were baking
product such as dairy, flour, wrapping. After
completing the gamification, next student were
asked to answer questionnaire, the answer of the
questionnaire along with student’s score will be
analyzed to measure the successful of the
gamification process.
3.1 Gamification Material
First, student were given digital pamflet consists
of catalogue of baking material that they
can choose to customize their own bread.
The example of flour material can be seen in
Fig. 3.
Student were given customization option for their
own bread, beside flour, student were able to
choose topping from the pricelist in Fig. 4.
Student were given freedom to customize their
own bread, there are No. limitation of number of
topping each of the student choose. After
finishing their own bread, next student were
asked to choose how they wrap their maded
bread.
Next, student count their own based price and
BEP according to number of item they have
choose from the previous section. Then the
whole gamification process is finished, next
student were given questionnaire to evaluate the
gamification process.
Fig. 3. Picking Flour Material
Fig. 4.Topping Catalogue
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211
Fig. 5. Wrapping Catalogue
3.2 Evaluation
First, before analyzing the questionnaire, the
results from measuring BEP were also analyzed.
The outcomes were categorized into two groups:
right or wrong. "Right" means the student
calculated the BEP correctly, while "wrong"
means the student did not. The results can be
seen in Fig. 6.
Out of 48 students, 45 (94%) correctly calculated
their BEP, while 3 students (6%) got it wrong.
This indicates that almost all students in the
class understood the material, suggesting
successful delivery of the content. To gain further
insight, an analysis of the questionnaire
responses is required.
The first question of the questionnaire asked
whether the students had preliminary knowledge
related to BEP calculation. The results of this
question can be seen in Fig. 7.
Out of 48 students, 10 declared that they had
prior knowledge about BEP, either from previous
schooling or independent study. Among these 10
students, 1 provided an incorrect BEP
calculation, while the remaining 9 answered
correctly. This means that 36 students (75%)
learned BEP purely through the
gamification process and successfully
implemented it.
The result of the last question can be seen in Fig.
8. The question asked whether the students were
interested in learning using the same method in
the future. Out of 48 students, a total of 42
students (88%) expressed interest in the
gamification strategy, while the remaining 6
students (12%) preferred conventional strategies.
Interestingly, all three students who previously
did not correctly calculate the BEP were
interested in the gamification method. This could
indicate that while these respondents did not fully
grasp the educational material through
gamification, they still found the method
engaging. Similarly, all ten students who already
had prior knowledge related to BEP also agreed
that the gamification strategy was interesting and
engaging.
Fig. 6. Result of the BEP Calculation
45
3
0
5
10
15
20
25
30
35
40
45
50
Student
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Fig. 7. Result For Question “Do You Have Previous Knowledge About BEP?”
Fig. 8. Result For Question “Do You Interested To Learn Using This Method?”
4. CONCLUSION
The conducted research shows promising
results. Among the 48 student respondents,
almost all (88%) agreed that implementing a
gamification strategy indeed increased their
engagement during the learning session, leading
them to take a more active role. The results from
the Break Even Point (BEP) test also yielded
positive outcomes, with 94% of students correctly
calculating their BEP.
For future work, it is highly recommended to
implement gamification using a text-based
delivery strategy to enhance student
engagement in various courses. Additionally, the
improvement of evaluation methods is also highly
recommended. Currently, the evaluation of
learning engagement is done through
questionnaires; an advanced evaluation method
with better capabilities to accurately reflect
students' learning engagement could be a
significant breakthrough. Gamified aspect can
also held huge factor to the success of the
gamification. Research conducted by [24]
utilize the inter-personal aspect to increase
the gamification on english course. In the
future, it could be possible to further increase
the gamification material that able to utilize
same aspect, only this time in the
enterpenurial context [25]. Utiliizing technology
to increase the success of the
gamification can also be done for the future
research [10, 25].
DISCLAIMER (ARTIFICIAL INTELLIGENCE)
Author(s) hereby declare the usage of LLM
(Large Language Model) AI in the form of:
1. Chat GPT 4.0 as proof reading tool for
author’s work. It is important to point out
that the author did not use the LLM to fully
generate any text for any part of the
manuscript
CONSENT
All data collected from this research was handled
with consideration for respondents' privacy. No
real identities of the respondents were disclosed
on this research paper.
ACKNOWLEDGEMENT
The author of the paper would like to thank the
editorial team of the Asian Journal of Education
10
38
Have preliminary knowledge Did not have preliminary knowledge
42
6
Interested Not Interested
Satria et al; Asian J. Educ. Soc. Stud., vol. 50, no. 8, pp. 206-214, 2024; Article no.AJESS.120146
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and Social Studies for their assistance in the
publication process of this manuscript. The
author also wishes to inform that this research
did not receive any form of funding from parties
outside the author team.
COMPETING INTERESTS
Authors have declared that no competing
interests exist.
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