Document Type : Original Article
Authors
1
Department of Educational Sciences, Farhangian University, Tehran, Iran.
2
Department of Educational Sciences. Faculty of Literature and Humanities. University of Qom. Qom. Iran.
3
Department of Educational Administration, Farhangian University, Tehran, Iran.
Abstract
Given the growing use of game-based approaches in entrepreneurship education and the dispersion of empirical evidence, this study employs a systematic review methodology to identify and classify the potentials, implementation challenges, and future research directions in game-based learning within entrepreneurship education. A systematic search was conducted in international and domestic databases using relevant keywords, and studies published between 2015 and 2026 were examined. The selection process followed the PRISMA framework, and empirical studies (quantitative, qualitative, and mixed-methods) that reported at least one of the three research axes were included in the analysis. Quality assessment was performed using a composite checklist (adapted from Betten et al. and Sirreyeh et al.). Data were thematically coded and subjected to conceptual synthesis. Of the game-based studies reviewed, 56 studies were included in the final analysis. The results indicate that game-based learning has been repeatedly associated with increased motivation, learner engagement, self-efficacy, improved cognitive skills, and the development of social-interactive skills. At the same time, evidence regarding sustained effects on entrepreneurial intention and the transfer of learning to actual entrepreneurial behavior remains heterogeneous. Key challenges included inadequate technological infrastructure, weak theoretical and instructional design, the need for instructor training, and limitations in assessment and generalizability. The results showed that game-based learning has a high capacity to enhance various dimensions of entrepreneurial learning; however, the full realization of this capacity requires precise design, infrastructure enhancement, instructor training, and robust methodological research. It is suggested that future studies focus on long-term follow-up, localization of games, and the development of multidimensional assessment tools.
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