The purpose of this paper is to discuss an ongoing project that surveys the literature associated with entrepreneurship programmes applying experiential learning principles through game-based activities in the countries of the MENA region. From identified preliminary publications and educational resources, the potential for applying game-based learning within entrepreneurial educational programmes of the region is described.
The researcher will execute a systematic literature review approach as a rigorous methodology to employ a conceptual framework based on sensemaking that identifies a focus on literature reporting instances of the application of game-based learning in courses and curriculum. The research is a work-in-process.
The project is currently underway. Interim results suggest that a limited number of instances are reported where game-based learning has been successfully applied in entrepreneurship courses.
Over the past 30 years, game-based learning (GBL) has surfaced as an effective instructional method to stimulate engagement and commitment in the classroom. GBL has exhibited key competencies associated with collaboration, critical-thinking, diversity of thought, design-thinking, decision-making, emotional intelligence, problem-solving, and sensemaking competencies. Building on these competencies could accelerate the impact of entrepreneurship education on SDGs in the MENA region.
Sutton, M., J., D. (2021): Future Application of Game-Based Learning as a Platform for Reflective Learning Associated with Entrepreneurship Education in the MENA Region, International Journal of Innovation and Knowledge Management in Middle East and North Africa, Vol 9, No. 1/2, pp. 77-93.
