Development of E-Commerce Systems as a Learning Media for Entrepreneurial Education

This paper presents a meta-analysis grounded on a previously conducted systematic literature review on game-based learning (GBL) in Entrepreneurship Education (EE), with a particular focus on comparing the design principles, pedagogical value, and learning outcomes of experiential versus non-experiential game-like methodologies. While existing literature provides rich taxonomies of GBL tools and learning intentions, there is a gap in understanding how differing instructional approaches shape entrepreneurial competence development—particularly in terms of depth, engagement, and transferability of knowledge and skills. Experiential GBL approaches — such as role-playing scenarios, makerspace projects, entrepreneurial challenges, and serious games — immerse learners in problem-centered, often collaborative environments that mirror real-life entrepreneurial dynamics. These formats emphasize learning through doing, reflection, and iteration, and are deeply rooted in constructivist and transformative learning theories. In contrast, non-experiential approaches — such as gamified quizzes, flashcards, point systems, and digital badges — aim to increase engagement and motivation through extrinsic rewards, but often limit the learner’s active agency and emotional investment in the process. Our analysis indicates that experiential methodologies consistently show stronger results in fostering higher-order entrepreneurial competencies, such as creativity, opportunity recognition, resilience, and decision-making under uncertainty. These formats promote not only cognitive learning but also personal growth, self-efficacy, and teamwork. However, their implementation requires greater time, instructor preparation, and contextual adaptability. Non-experiential formats offer scalability, consistency, and ease of assessment, making them suitable for foundational knowledge acquisition or large-scale learning environments, yet may lack the depth needed for transformational outcomes. The paper concludes with implications for course and curriculum design in higher education, drawing on an applied example from a university-level entrepreneurship course that embodies experiential GBL principles. This serves as a case study for translating meta-analytic insights into actionable educational practice and provides a roadmap for educators and institutions seeking to enhance EE through game-based strategies tailored to their specific goals and constraints

The purpose of this study is to explore the impact of social learning in entrepreneurship education conducted by the universities on the development of entrepreneurial behaviors of the course participants. Primary data are collected from 185 students of extension courses on entrepreneurship offered by three Sri Lankan universities namely, University of Colombo, University of Sri Jayewardenepura and University of Moratuwa. According to the factor analysis result, social learning process comprised four factors, namely attention, retention, motoric reproduction and motivation. The results show that social learning exists in entrepreneurship education and it positively impacts the development of entrepreneurial behaviors namely planning activities, establishing legitimacy and market behavior. Specially, motoric reproduction was found to be significant predictor of all three entrepreneurial behaviors. Further, entrepreneurs shall engage in social learning in entrepreneurship education to develop their entrepreneurial learning. The research provides important insights to the higher education sector in framing the delivery of its entrepreneurship courses to ensure effectiveness in entrepreneurship education. Nevertheless, this study affirms the existing arguments on the association between social learning and entrepreneurship development through a quantitative analysis.

Experiential learning in entrepreneurship education: A systematic literature review

PurposeThe study aims to identify the status quo of artificial intelligence in entrepreneurship education with a view to identifying potential research gaps, especially in the adoption of certain intelligent technologies and pedagogical designs applied in this domain.Design/methodology/approachA scoping review was conducted using six inclusive and exclusive criteria agreed upon by the author team. The collected studies, which focused on the adoption of AI in entrepreneurship education, were analysed by the team with regards to various aspects including the definition of intelligent technology, research question, educational purpose, research method, sample size, research quality and publication. The results of this analysis were presented in tables and figures.FindingsEducators introduced big data and algorithms of machine learning in entrepreneurship education. Big data analytics use multimodal data to improve the effectiveness of entrepreneurship education and spot entrepreneurial opportunities. Entrepreneurial analytics analysis entrepreneurial projects with low costs and high effectiveness. Machine learning releases educators’ burdens and improves the accuracy of the assessment. However, AI in entrepreneurship education needs more sophisticated pedagogical designs in diagnosis, prediction, intervention, prevention and recommendation, combined with specific entrepreneurial learning content and entrepreneurial procedure, obeying entrepreneurial pedagogy.Originality/valueThis study holds significant implications as it can shift the focus of entrepreneurs and educators towards the educational potential of artificial intelligence, prompting them to consider the ways in which it can be used effectively. By providing valuable insights, the study can stimulate further research and exploration, potentially opening up new avenues for the application of artificial intelligence in entrepreneurship education.

The development of entrepreneurial mindsets and competencies is a key differentiator of entrepreneurship education, yet traditional, individualist, functional approaches to entrepreneurship education do not adequately support this and appropriate tools and techniques remain unclear. This learning innovation is an approach to directly support the development of entrepreneurial mindsets and competencies in entrepreneurship education through socially-situated experiential learning in a structured way. It uses flashmobs as a heutagogical entrepreneurship education technique, which engages students in self-directed learning through real social action. By careful framing around appropriate entrepreneurship theory, combined with coaching and facilitation, we show how it is possible for entrepreneurship educators to support students in developing a critical reflective appraisal of their own ways of thinking and latent entrepreneurial competencies when facing challenges that require an entrepreneurial response while simultaneously providing the platform for students to embark on their journey of entrepreneurial self-discovery through both experiential and existential learning. We contribute by providing a heutagogical tool to be used either iteratively as the launch-pad into traditional andragogical methods in new venture creation or as the embarkation into new heutagogical programs, which emphasize self-directed entrepreneurial learning.

PurposeThe purpose of this paper is to present a prospective entrepreneurship training model based on experiential learning which will enable the “production” of small business owners or entrepreneurs which is not being achieved by the current methods.Design/methodology/approachThis is a conceptual paper. It analyses the current approaches in use, identifying inherent weaknesses and the gaps that need to be filled. Through literature reviews and case cites it provides a model that integrates experiential learning into entrepreneurship education.FindingsThe paper shows that appropriate experiential training can truly be integrated into entrepreneurship education in South Africa as in disciplines such as engineering or nursing.Research limitation/implicationsThe model needs to be test implemented to find its efficacy. Just like any model, it may need refinement.Originality/valueThe prospective model is an attempt to produce entrepreneurs and small business owners. This is critical in South Africa where entrepreneurs/business start‐ups are in critical shortage. No known study on work integrated learning (WIL) in entrepreneurship in higher education has been conducted in South Africa or such a model presented.

This research was conducted in order to find out how important the influence of entrepreneurship education, income expectations and creativity is partly on the interest in entrepreneurship in students of the Faculty of Economics and Business, Wijaya Kusuma University, Surabaya. The research was conducted using a quantitative approach and the population was students of the Faculty of Economics and Business, Wijaya Kusuma University, Surabaya. Non-probability samples were taken using a purposive sampling technique. The number of samples is 100 respondents. The variables studied were entrepreneurship education, income expectations and creativity as independent variables, and entrepreneurial interest as the dependent variable. We collected data through a closed questionnaire. The result is entrepreneurship education, income expectations and creativity have an influence on the interest in entrepreneurship in students of the Faculty of Economics and Business, Wijaya Kusuma University, Surabaya. It is recommended that entrepreneurship education materials continue to be developed in accordance with developments in the business world, accompanied by entrepreneurial practices for students, instilling the hope of earning a high income if they become entrepreneurs and increasing the power of creativity in generating business ideas.

Entrepreneurship education (EE) is a crucial link to promoting college students' entrepreneurship, which reduces unemployment, economic development, and poverty. Based on a sample of Chinese college students, this study uses a logistic model to investigate the effect of EE on entrepreneurial intention (EI). It focuses on evaluating the impact of EE on the EI of different groups of college students from the perspectives of gender, household registration, school type, and poverty status. Benchmark regression results show that EE has a significant positive impact on the EI of students. The heterogeneity analysis has the following findings. First, EE has a more significant impact on women's EI, which can reduce the entrepreneurial gap between women and men. Second, EE is more effective in improving the EI of urban students, which will further widen the gap between urban and rural students in entrepreneurship. Third, EE has increased the EI of students from private universities, which represent application-oriented universities. This shows that public universities, which represent research-oriented universities, need to increase the training of talent in practical applications to narrow the gap with private universities in entrepreneurship. Fourth, after receiving EE, the EI of nonpoor students improved more than that of poor students. Equal EE increases the gap between poor and nonpoor students, which can easily lead to an intergenerational cycle of poverty in entrepreneurship. This study provides empirical evidence from college students' entrepreneurship in relatively underdeveloped western China, which supports the development of EE and entrepreneurial activities.

Entrepreneurship education acknowledges more and more the value of learner-centered approaches. This chapter seeks to contribute to this development by applying the concept of self-regulated entrepreneurial learning (SREL) to support nascent entrepreneurs in better dealing with new and uncertain situations. Additionally, the authors propose a blueprint of an entrepreneurship training intervention that fosters SREL. Using a quasi-experimental design, they compare the effects of this SREL training with two different venture development workshops. This research demonstrates that participants in SREL training significantly increased their SREL capabilities.

Arabic is a foreign language that is widely studied in Indonesia. But in learning Arabic, there are so many problems faced by students when learning Arabic. Among the low student interest in learning, there is an assumption that learning Arabic is a difficult thing and the limited learning media of Arabic so learning feels monton and boring. From these problems, researchers developed a learning media in the form of Arabic Hole board games to increase student motivation and facilitate student understanding. The researcher uses a research and development (R&D) approach with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) development model. Conducting small trials and field trials to improve students' learning motivation in class XI at MA Al Bairuny Sambongdukuh Jombang using Arabic Hole media. The results obtained are the influence of the media on students' learning abilities especially in reading skills (Maharah Qira'ah).Learning media has a main role in the teaching and learning process. Problems faced by students will end up using learning media. Problems that occur in class X MA students. Nidzamiyyah, namely, the boring teaching and learning process and the lack of various methods, strategies and learning aids and media. Students find it difficult to memorize vocabulary and pronunciation. This study aims to study the development of learning media "boards and Scrabble cards" for vocabulary learning in class X Madrasah Aliyah Nidzamiyyah Ploso Jombang as well as the validity and practicality of the media. This study used the Research and Development method with the Borg and Gall model. The data collection method was observation. , questionnaires and interviews. The validity results showed in two analyzes. The first was the media validity analysis by two experts and the 4.39 results from the material field 3.93 from the media field. And it shows that this method is very feasible. The second, the practicality analysis by respondents/students and practitioners/teachers. Researchers conducted product trials twice and also the results of questionnaires from teachers. The results obtained 62% in the first experiment (small group) said that mufrodat learning using the media "board and Scrabble cards" was quite good. The results of 78% in the second experiment (large group) said that mufrodat . learning use the media "Scrabble board and cards" very well. While the results from the practitioners/teachers obtained 3.95 that teaching vocabulary using the "scrabble board" learning method is good.

Arabic language learning at Madrasah Aliyah Midanutta'lim Mayangan Jogoroto Jombang only uses package books, and not all students can get the package book. While smartphones are only for communication tools for students. One of the learning media innovations that can be used effectively and efficiently in learning is android-based mobile learning (m-learning) media. This technology can be developed for Arabic language learning. This study aims to: (1) Develop mobile learning media-based material al-mihnatu wa al-hayatu students of grade ten even semesters in Madrasah Aliyah Midanutta'lim Mayangan Jogoroto Jombang, (2) Knowing the effectiveness and effectiveness of the learning media developed. This research is a research development or Research and Development (R&D) using addie development model. This model has five stages, namely: Analysis Stage, Design Stage, Development Stage, Implementation Stage, and Evaluation Stage. The validators in this study are material experts and media experts. The subjects of the study were lecturers, teachers, and tenth graders majoring in social sciences at MA Midanutta'lim Mayangan Jogoroto Jombang. Data collection using questionnaires, interview guidelines and observation sheets. The data collection method in this study uses a simple percentage formula. The results of this study are: (1) The process of developing learning media based on mobile learning material al-mihnatu wa al-hayatu, (2) The quality of media developed is very feasible with a percentage of 96% by material experts, and very feasible with a percentage of 94% by media experts. This development product has been proven interesting and effective to increase students' learning interest based on the results of questionnaires obtained from respondents, namely tenth graders majoring in IPS at MA Midanutta'lim Mayangan Jogoroto Jombang with a percentage of 95%. It can be concluded that the arabic language learning media based on mobile learning developed is very feasible and very effective for Arabic language learning.

Entrepreneurship is learned as a course in most universities or colleges across the globe, and Ethiopia is not an exceptional. It is taught to provide students an entrepreneurial skills and knowledge so that they could identify business opportunities, find and gather resources and set up a business to mention a few. However, the impact entrepreneurship education has on university students’ self-employment intention been unclear. The study targeted 2016 graduating class students of Mettu University and Jimma University, Faculty/College of Engineering and Technology, and Business and Economics. To address the issue, primary data were collected from both entrepreneurship students (students who had taken entrepreneurship course- 316 students) and non-entrepreneurship students (students who did not yet take the course-185 students). Having collected data from 501 students, comparison between entrepreneurship and non-entrepreneurship students concerning attitudes towards self-employment, perceived behavior control and self-employment intention were done. In addition, using multiple regressions, impact of attitude, subjective norms and perceived behavior control on self-employment intention also done. Results indicated that participating in an entrepreneurship course or education influence university students’ attitude towards self-employment and self-employment intention. But, it has failed to have an effect on the students’ entrepreneurial skill aspects, indicating that skill components of the entrepreneurship course need to be emphasized in Ethiopian higher learning institutions in order to enable students transform their business idea into reality. Thus, entrepreneurship curriculum needs to be reviewed, and the course should be taught by professionals, university-industry linkage initiatives should be given greater attention and experienced entrepreneurs should be invited to class or workshop in order to impart their experiences to students.

The absorption and understanding of grade 2 students at SDN SINDUADI 1 in learning about rare plants is still lacking, resulting in students having little or no knowledge of Indonesia's rare plants. Using smartphones as a learning medium is an example of utilizing today's technology. The use of technology in education supports teachers and students in creating creative, innovative, educational, and interactive learning activities. The aim of this research is to create learning media using augmented reality technology to increase students' absorption, understanding, and interest in learning about rare Indonesian plants. This research uses the research and development method to develop products and test their level of effectiveness. System development uses the waterfall SDLC (Software Development Life Cycle) model, including requirements analysis, modeling, implementation, testing, and maintenance stages. Data collection was done through literature study techniques, observation, and questionnaires. Application testing in this research used an alpha test by us and a beta test in the form of a questionnaire using a random sampling technique carried out by nine user samples taken from 30% of the population. The results of this research show that combining augmented reality technology with educational games can support students' absorption and understanding of learning about rare Indonesian plants. Indonesian rare plant learning media shows the feasibility of the media, getting a score of 95.6%. Based on the Likert scale test results, it was concluded that the application for learning rare Indonesian plants using AR technology was very suitable for use.

Abstract: Learning the subject of faith and morals at MI Kebokicak Dapurkejambon Jombang tends to be boring. So far, teachers of faith and morals have mostly used the lecture method. Whereas students need supporting media that can help them to understand the lessons of faith and morals. Researchers developed picture storybook learning media as an effort to increase student interest in learning. Therefore, it is necessary to develop media that supports the process of learning faith and morals to achieve learning objectives. This study uses the Research and Development method or called (R&D) by following the steps developed by Borg & Gall. Starting from the preparation and data collection stage, the development stage, the product trial stage, the revision stage, the field trial stage, finally the dissimilation and implementation stage. The instruments in this study were interviews, observations and questionnaires. This research was conducted at MI Kebokicak Dapurkejambon Jombng. The results of this study indicate that 1. The application of picture story book learning media in the subject of aqidah akhlaq class II at MI Kebokicak Dapurkejambon Jombang 2. The application of the development of picture story book learning media through the Borg & Gall development model through several development procedures. Students are very enthusiastic about using picture story book media products. It is hoped that students will be able to understand the material because of its attractive appearance. 3. The form of increasing student learning interest through test results with an average value of 76% before using picture story book learning media, while an average value of 88% was obtained after using picture story book learning media. validation from material experts and design experts with the results of the validity test from the development of learning media meets the valid criteria with the results of the material validation test reaching 90% and the results of the design expert validation reaching 88%.

The aim of this paper was to conduct a systematic review of the newly emerging research on e-commerce, and synthesise any learnings for e-commerce system development from a quality perspective. A systematic review was conducted using Google Scholar and 39 shortlisted papers were reviewed. The results of the review found the following: The e-commerce industry’s rapid growth in 2020 cannot be ignored. Demand for various types of products rose as situational requirements changed and varied among countries. Some countries could not implement e-commerce effectively due to lack of trust and confidence of customers on online transactions and weak laws and regulations to protect them. Some theories like Maslow' hierarchical needs and Ajzen’s planned reasoned action and planned behaviour may apply to customer intentions for online purchase as a few results indicate. On the supplier side, various digital technologies to facilitate the display of products, information regarding safety, e-ordering, and payment methods have been used, and new methods are being tested. International organisations like WHO, World Bank, EU and international consultancy agencies like McKinsey have released reports and guidelines in this respect. One firm belief is that the new normal in all aspects of work and life set by the pandemic will continue even after the threat is over. The implications of this research from the perspective of the quality of e-commerce system development are that the system will need to exhibit the following characteristics: gain the trust and confidence of customers by aligning the system with the best practices in online transactions; use suitable digital technologies to facilitate the display of products, information regarding safety, e-ordering, and payment; and ensure there is sufficient supply of the products offered.