Flashmob: A Heutagogical Tool for Social Learning in Entrepreneurship Education

Experiential learning in entrepreneurship education: A systematic literature review

Purpose: The objective of this study was to provide a conceptual model for developing self-directed learning in students to enhance their autonomy and effectiveness in the learning process. Methods and Materials: This study employed a qualitative exploratory research method using thematic analysis based on the Attride-Stirling approach. Data were collected from 40 academic articles published between 2003 and 2024 through purposive sampling from reputable databases. Thematic analysis was performed by extracting basic themes, organizing themes, and overarching themes from the selected texts. The reliability of the findings was ensured through multiple readings of the data, note-taking, coding, and member-checking with experts in educational psychology. Findings: The findings revealed 78 basic themes categorized into 10 organizing themes related to self-directed learning: infrastructural factors, cognitive and metacognitive factors, emotional skills, communication skills, personality traits, learner independence, interests and motivation, self-instruction, self-management, and self-regulation. Each theme played a significant role in fostering self-directed learning, highlighting the importance of contextual, cognitive, emotional, and behavioral elements in the learning process. Conclusion: The conceptual model developed in this study emphasizes the multifaceted nature of self-directed learning, highlighting the need for a supportive educational environment, effective learning strategies, emotional resilience, strong communication skills, and learner autonomy. Implementing this model in educational settings can enhance students' learning experiences, motivation, and academic success

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.

Fostering adolescents’ self-efficacy and positive emotions through learning contexts which induce beneficial achievement goals can prevent motivational decline in adolescents. Achievement goal theory states that the learning context and gender moderate the interplay of self-efficacy, emotions, and achievement goals. This study compared female and male students in teacher-directed learning (TL) with those of students in a learning context based on self-directed learning (SL). With data gathered from questionnaires completed by 828 adolescents (7th/8th grades; MAge = 13.6; SD = .88), latent mean comparison revealed that female as well as male adolescents in SL report higher means in mastery goals and positive emotions. Results of multigroup structural equation modeling showed that for both female and male students in SL, solely mastery goals are significantly related to both positive emotions and self-efficacy, whereas boys and girls in TL showed different associations: In particular, boys in TL seem to have disadvantageous patterns based on work avoidance orientation.

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.

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.

Self-directed learning in video games, affordances and pedagogical implications for teaching and learning

The lack of self-directed learning of students shown by students is one problem associated with self-efficacy and the learning environment. The purpose of the research is to reveal the relationship between self-efficacy and the learning environment, and self-directed learning. This study uses the correlational method and data collected from a sample of 198 students, which were found using proportional random sampling techniques. Data were collected using a self efficacy scale (24 valid items = 0.851), a learning environment scale (32 valid items = 0.830), and a self-directed learning scale (64 valid items = 0.936). Data were then analyzed using multiple regression. The results showed the correlation coefficient r = 0.535 and p = 0.00 (p> 0.05), which showed that there was a positive and significant relationship between self-efficacy and the learning environment together with self-directed learning. So it can be explained that the higher the self-efficacy and learning environment, the higher the student's self-directed learning.

Despite the importance of professional development (PD) and recent government efforts, PD provision for Vietnamese teachers living outside major cities remains a challenge due to distance and costs. Mobile learning offers a potential solution thanks to its capacity to enable learning anytime, anywhere, and this study investigated its use to provide pronunciation PD for Vietnamese tertiary TESOL teachers, since the development of oral skills is considered problematic in this context.This study aimed to identify the essential conditions and principles for mobile learning as an effective PD provision method in the Vietnamese context. To do so, it investigated: 1. factors influencing participation and learning experience; 2. attitudes, behaviours and engagement patterns regarding self-directed mobile assisted language learning; and 3. strategies to facilitate learning for different groups of learners. Design-based research was employed as the research paradigm and data collection involved iterations of an online PD pronunciation course over a two-year period through a questionnaire, pre and post test, interview and records of app usage, with the interview being the primary and most important source for data analysis. The participants were 57 TESOL teachers from 46 Vietnamese higher education institutions.Data analysis revealed five groups of factors influencing participation and learning experience relating to the learner, personal context, peers, instructor and technology. The learner-related factors were found to be the most important in motivating learners to initiate learning and persist in their engagement with technology. While contextual factors were influential, they did not always play a decisive role in determining learners’ behaviours, which differed from previous findings on the significance of personal context (Gao & Krogstie, 2010; Terras & Ramsay, 2012). Peer interaction and instructor support were critical in sustaining learners’ efforts and positive experience as they helped address issues in learning with technologies. The Factor Relationship and Interaction model was proposed to explain the complexity of the influences on self-directed mobile learning, contributing a synthesizing model to the fragmented literature on this topic.The study also identified five learner profiles—Tasters, Steadies, Players, Hard-workers and Perfectionists—according to their attitudes, behaviours and engagement patterns with technologies. Learners were found to hold different attitudes and behave differently with the same technologies at different times, producing overlaps and movement between the profiles. These resulted in the Learner Profile and Factor Interaction model, which explained the relationships between learner attitudes and behaviours and the prominence of particular factors. While the profiles were broadly similar to those proposed by Sardegna (2012), this project furthered understanding on the overlaps and movement among learner profiles in interaction with influential factors.Specific strategies that suited particular learner profiles were identified. Bite-sized learning fitted the tight schedules of busy, impatient or less interested learners. Clear, succinct open-ended instructions assisted self-directed learning and ensured learners could explore independently without feeling overwhelmed. Peer interaction and instructor support were critical in problem solving and in sustaining engagement for all profiles, which was consistent with Stockwell’s (2012) findings on feedback and interactivity. This study, however, proposed a more comprehensive learner-centred approach with consideration given to role of the personal context, peers and instructor in facilitating personalized self-directed learning with technologies.Among the essential conditions and principles identified for PD mobile self-directed learning, peer interaction, instructor support and provision of regular instructions were the most critical for learners who were less ready for self-directed learning. Convenience, enjoyment and flexibility were also important for learners to stay motivated despite technical difficulties. These conditions and principles devised for the Vietnamese context may be applicable to other settings with similar challenges in access, infrastructure and training. The study offers practical implications for teachers, learners, technology developers, institutions and policy makers in improving professional development.

Using the SoTL framework provides students with an accessible, relevant model of professional and critical reflection on practice. Explicit participation in this research can benefit students with scaffolded practice applying reflection to instruction. Guiding students in examining assumptions around literacy supports meaningful integration of these skills in instructional design. This transformation of students' frames of reference requires meaningful reflection and a challenge to their current beliefs about disciplinary literacy. This study uses Reading/Writing Workshop format to individualize instruction, engage students in self-directed learning, and facilitate differentiation and formative assessment. This redesigned course used experiential learning and a social constructivist model to build collaboration and real-world communication skills. Transformation is supported through structured reflection. Thus, a data collection instrument was adapted from Brookfield's Critical Incident Questionnaire to guide students with specific, practiced, and meaningful reflection.

Objective: To explore students’ perceptions of how they utilize their self-directed learning skills to identify their own learning deficiencies. Methodology: This exploratory qualitative study, conducted from September 2022 to May 2023 used Kolb's Experiential Learning as a theoretical framework. Ten individual interviews of dental students were conducted at Baqai Dental College. The interviews were recorded using Audacity and transcribed, and the data were then explored using Braun and Clarke's Thematic Analysis. Results: This study reveals four themes about the perceptions of dental students on utilizing their self-directed learning skills. The four themes include learning by discovery, motivation and accountability, perceived challenges and benefits, and integration of knowledge, suggesting how students apply their self-directed learning to address their learning gaps and how facilitators can redirect students' potential to lifelong learning. Conclusion: This study has provided an understanding of how students use their self-directed learning abilities to identify their learning deficiencies. Integrating structured self-directed learning, personal development plans, and CPD opportunities into curricula, along with faculty development and technological support, can enhance student autonomy and skill development. Future studies should compare educational settings to identify best practices for optimizing learning outcomes.

This research aimed to find out the correlation between self- directed learning and reading comprehension of the fifth- semester students of the English department of FKIP Universitas Riau. The researchers used a descriptive quantitative method as the data approach. The samples of this research were 74 students from the fifth-semester students of the English department of FKIP Universitas Riau. The research instruments are a questionnaire and a test. The questionnaire is for the data on self-directed learning while the test is for the data on reading comprehension. To analyze the data, the researchers employed SPSS Statistics 25. The data analysis showed that the mean score of the student's self-directed learning is 215.18, classified as moderate level, while the mean score of the student's reading comprehension is 56.35, categorized as moderate level. Moreover, the research finding showed the correlation coefficient of the two variables is 0.694, indicating a positive and moderate correlation. Also, the determinant coefficient is 0.48 which implies self-directedlearning has a 48% influence on the students’ reading comprehension, leaving the other 52% to other factors. After finding that there is a moderate relationship between self- directed learning and reading comprehension, it is suggested that students should apply self-directed learning activities well, for it can result in better reading comprehension. This is mainly because self-directed learning gives them the freedom to choose their own reading materials and learning objectives.

The purpose of this study is to verify the relationship among reading trend, reading motivation, reading attitude and self-directed learning of elementary school students. This survey was conducted from 351 students who were in fifth and sixth grades in one elementary school in Korea. Those instruments for measurement were reading trend test, reading motivation test, elementary reading attitude survey, and self-directed learning test. Correlation analysis method has been used to verify the relationship among the students' reading trend, reading motivation and reading attitude, and self-directed learning. The results of this study are the followings: First, the reading trend of elementary school students showed meaningful correlation relationships to selfdirected learning. Second, reading motivation was revealed as meaningful correlation relationships to self-directed learning. Third, reading attitude showed meaningful correlation relationships to self-directed learning. The result of the study will be the beginning of a more in-depth discussion on the relationships among the students' reading trend, reading motivation, reading attitude, and selfdirected learning since it suggests the need for a new strategy in affective and environmental domain of reading.

The rapid growth of generative artificial intelligence (Generative AI) has opened new possibilities for supporting self-directed learning in higher education. Despite this, many students still struggle to grasp academic terminology when studying independently, especially while using online learning resources. This Research and Development (R&D) study aims to develop and test a browser extension that integrates an open-source generative AI model, specifically a large language model (LLM), to assist students in learning academic terminology. The extension was developed following the Software Development Life Cycle (SDLC) framework. Built with the WXT (Next-Gen Web Extension Framework), the system connects to a LLM model via an API and incorporates prompt engineering as well as option-based personalized learning preferences. To verify its functionality and feasibility, both white-box and black-box testing were performed. The results show that the browser extension is feasible to use and can provide personalized explanations, potentially enhancing students’ comprehension of academic terminology during independent study. In conclusion, integrating a free, open-source generative AI model into a browser extension developed with WXT, incorporating prompt engineering and option-based personalized learning preferences, it demonstrates the potential to serve as a tool that supports and engages students in self-directed learning, particularly in understanding academic terminology.