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<p>The innovation of entrepreneurial education has become a new trend among academic institutions in response to global digitalization. The purpose of this study was to determine the role of a program based on a business simulation game (Business in The Sims 4) in developing entrepreneurial skills among students. The study involved 498 economics students from three Chinese universities: Jilin Agricultural University, Lanzhou University, and Wuhan University. The experimental group of students participated in a 6-month training program based on a popular Simulation game, The Sims 4, which was modified with custom content created within the framework of this study. The results confirmed the efficacy of the gamified intervention in enhancing entrepreneurial self-efficacy (M = 92.20 at pre-test vs. M = 194.28 at post-test) and persuasive ability (M = 86.73 at pre-test vs. M = 205.38 at post-test; <i>p</i> &lt; 0.001). A significant correlation was observed between entrepreneurial self-efficacy and the desire to become an entrepreneur (partial η² = 0.749). Furthermore, persuasion skills were significantly associated with participants’ age (partial η² = 0.766) and their desire to become entrepreneurs (partial η² = 0.593).</p>

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Impact of innovative educational entrepreneurship on career guidance and employment

  • 期刊论文

  • 发表日期：

    2025年9月17日

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  • Sun Dongmei

摘要

The innovation of entrepreneurial education has become a new trend among academic institutions in response to global digitalization. The purpose of this study was to determine the role of a program based on a business simulation game (Business in The Sims 4) in developing entrepreneurial skills among students. The study involved 498 economics students from three Chinese universities: Jilin Agricultural University, Lanzhou University, and Wuhan University. The experimental group of students participated in a 6-month training program based on a popular Simulation game, The Sims 4, which was modified with custom content created within the framework of this study. The results confirmed the efficacy of the gamified intervention in enhancing entrepreneurial self-efficacy (M = 92.20 at pre-test vs. M = 194.28 at post-test) and persuasive ability (M = 86.73 at pre-test vs. M = 205.38 at post-test; p < 0.001). A significant correlation was observed between entrepreneurial self-efficacy and the desire to become an entrepreneur (partial η² = 0.749). Furthermore, persuasion skills were significantly associated with participants’ age (partial η² = 0.766) and their desire to become entrepreneurs (partial η² = 0.593).