Gamified Entrepreneurship Courses Motivate College Students’ Satisfaction: An Integrated Flow Framework
Since the Gamified Entrepreneurship Courses have been applied to college students’ entrepreneurship courses, it has provided interactive and immersive course experiences to help improve the effect of course teaching. From the perspective of college students, Gamified Entrepreneurship Courses are a n...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
SAGE Publishing
2023-06-01
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| Series: | SAGE Open |
| Online Access: | https://doi.org/10.1177/21582440231177029 |
| _version_ | 1797810140880044032 |
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| author | Zhihua He Yong Liu Xiaolan Wang Runqi Li Na Lv |
| author_facet | Zhihua He Yong Liu Xiaolan Wang Runqi Li Na Lv |
| author_sort | Zhihua He |
| collection | DOAJ |
| description | Since the Gamified Entrepreneurship Courses have been applied to college students’ entrepreneurship courses, it has provided interactive and immersive course experiences to help improve the effect of course teaching. From the perspective of college students, Gamified Entrepreneurship Courses are a novel teaching method, and the satisfaction of college students with Gamified Entrepreneurship Courses will determine the future development of this course model. However, current research shows that college students’ satisfaction with Gamified Entrepreneurship Courses has not yet reached the desired level. Therefore, this study aims to study the factors and mechanisms that affect college students’ satisfaction with gamification entrepreneurship courses by constructing an integrated flow framework. A total of 205 college students who participated in the Gamified Entrepreneurship Courses were obtained, and the study used partial least squares (PLS) to analyze the measurement and structural models. The results show that the satisfaction of Gamified Entrepreneurship Courses is affected by presence and the competence needs, autonomy needs, and related needs in Self-determination Theory (SDT), and this effect is generated through the mediating variable of flow. Therefore, we verified that competence, autonomy, relatedness, and presence are key determinants in helping college students enter a state of flow, flow, in turn, reflects the level of satisfaction with the course. Our research provides empirical evidence for entrepreneurship curriculum teachers to improve college students’ satisfaction with the curriculum and continuous learning. |
| first_indexed | 2024-03-13T07:04:50Z |
| format | Article |
| id | doaj.art-d23866c2ad5a4cbbbbb350f285b76a92 |
| institution | Directory Open Access Journal |
| issn | 2158-2440 |
| language | English |
| last_indexed | 2024-03-13T07:04:50Z |
| publishDate | 2023-06-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | SAGE Open |
| spelling | doaj.art-d23866c2ad5a4cbbbbb350f285b76a922023-06-06T14:03:47ZengSAGE PublishingSAGE Open2158-24402023-06-011310.1177/21582440231177029Gamified Entrepreneurship Courses Motivate College Students’ Satisfaction: An Integrated Flow FrameworkZhihua He0Yong Liu1Xiaolan Wang2Runqi Li3Na Lv4Chengdu University of Technology, ChinaChengdu University of Technology, ChinaChengdu University of Technology, ChinaChengdu University of Technology, ChinaChengdu University of Technology, ChinaSince the Gamified Entrepreneurship Courses have been applied to college students’ entrepreneurship courses, it has provided interactive and immersive course experiences to help improve the effect of course teaching. From the perspective of college students, Gamified Entrepreneurship Courses are a novel teaching method, and the satisfaction of college students with Gamified Entrepreneurship Courses will determine the future development of this course model. However, current research shows that college students’ satisfaction with Gamified Entrepreneurship Courses has not yet reached the desired level. Therefore, this study aims to study the factors and mechanisms that affect college students’ satisfaction with gamification entrepreneurship courses by constructing an integrated flow framework. A total of 205 college students who participated in the Gamified Entrepreneurship Courses were obtained, and the study used partial least squares (PLS) to analyze the measurement and structural models. The results show that the satisfaction of Gamified Entrepreneurship Courses is affected by presence and the competence needs, autonomy needs, and related needs in Self-determination Theory (SDT), and this effect is generated through the mediating variable of flow. Therefore, we verified that competence, autonomy, relatedness, and presence are key determinants in helping college students enter a state of flow, flow, in turn, reflects the level of satisfaction with the course. Our research provides empirical evidence for entrepreneurship curriculum teachers to improve college students’ satisfaction with the curriculum and continuous learning.https://doi.org/10.1177/21582440231177029 |
| spellingShingle | Zhihua He Yong Liu Xiaolan Wang Runqi Li Na Lv Gamified Entrepreneurship Courses Motivate College Students’ Satisfaction: An Integrated Flow Framework SAGE Open |
| title | Gamified Entrepreneurship Courses Motivate College Students’ Satisfaction: An Integrated Flow Framework |
| title_full | Gamified Entrepreneurship Courses Motivate College Students’ Satisfaction: An Integrated Flow Framework |
| title_fullStr | Gamified Entrepreneurship Courses Motivate College Students’ Satisfaction: An Integrated Flow Framework |
| title_full_unstemmed | Gamified Entrepreneurship Courses Motivate College Students’ Satisfaction: An Integrated Flow Framework |
| title_short | Gamified Entrepreneurship Courses Motivate College Students’ Satisfaction: An Integrated Flow Framework |
| title_sort | gamified entrepreneurship courses motivate college students satisfaction an integrated flow framework |
| url | https://doi.org/10.1177/21582440231177029 |
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