Abstract
In their preparation to educate future professionals, higher education institutions often employ innovating teaching methods, including games and simulations (Vlachopoulos Makri, 2017). Digital games and simulations have been used in entrepreneurship and business disciplines for many years and are designed to increase knowledge, improve skills and enable a positive learning environment in a realistic setting (Fox, Pittaway, Uzuegbunam, 2018). These simulations typically highlight the integration of business know-how such as strategy, marketing, positioning and finance to help students understand how a business works (Caruso, 2018). Furthermore, the need for entrepreneurs to obtain and acquire certain skills for them to be successful cannot be over emphasised (Costin, O’Brain, Slattery, 2018). Digital game-based learning is recognised as creating effective learning environments, engaging learners cognitively, emotionally as well as socially (Huang, Johnson, Han, 2014).
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