Assessment of Entrepreneurship Through the Use of FLIGBY - Abstract

Oct 15, 2026

Serious games increasingly support the development of entrepreneurial skills such as strategic management, leadership, communication, negotiation, and decision making. FLIGBY is a serious game designed to simulate business management and apply Flow theory in a business setting, but it may also transfer to entrepreneurship education more broadly. This study evaluates whether competences measured through FLIGBY on the Master Analytics Profiler can assess students’ entrepreneurial capacities, finding largely benchmark-like performance with experience-related asymmetries.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages19

Reading Time48 min

AccessFree to download

I. Introduction

Entrepreneurship education and interactive learning

Research questions and study structure

Assessment of Entrepreneurship Through the Use of FLIGBY Assessment of Entrepreneurship Competencies Through the Use of FLIGBY Fernando Almeida [almd@fe. up.pt](almd@fe. up.pt) University of Porto, ISPGaya & INESC TEC, Portugal Zoltan Buzady [zoltan@buzady.hu](zoltan@buzady.hu) Corvinus Business School, Corvinus University of Budapest, Hungary Abstract Serious games are increasingly being used as innovative tool for developing entrepreneurial skills, such as strategic management, leadership, communication, negotiation or decision making. FLIGBY is a serious game that was initially developed with the objective of simulating the business management process and the application of Flow theory in a business context. However, most recently it has been suggested that serious games in general, and FLIGBY in particular, can be used in other contexts, namely in the development of entrepreneurial skills . In this sense, this study tries to verify if the competences developed and evaluated in FLIGBY on the Master Analytics Profiler (MAP) can be used to evaluate the entrepreneurial capacities of the students in the context of the course of entrepreneurship in a higher education institution . The findings indicate that the performance of these students in FLIGBY is very similar to the benchmark with only small oscillations . However, some asymmetries emerged considering the educational and professional experience, such that the students of the management course showed better business-oriented thinking and IT students revealed greater time-management skills . Finally, professional experience has proved to be relevant for making decisions about stress and for the completion of managerial tasks successfully. Keywords Entrepreneurship; Learning; Assessment; Serious Games; Flow; FLIGBY F. Almeida & Z. Buzady Digital Education Review-Number 35, June 2019-[http://greav.ub.edu/der/](http://greav.ub.edu/der/ 151)[ 151](http://greav.ub.edu/der/ 151) I. Introduction Education is a complex phenomenon and implies a careful and contextualized evaluation . Firstly, anyone might expect with good reason that a change in education (curriculum, organization or structure) has immediate implications and results . In fact, education is a gradual and interactive process, and sometimes the results can take decades to be evidenced. Secondly, education is a model whose results are not linear, in which a political or formal change has no implication on results in the same proportion . Nonetheless, there is broad consensus about that higher education institutions should contribute to building a more prosperous, fairer, more open and accountable society (Keller, 2008; Katili ütė et al., 2014; Ramaley, 2014) . Furthermore, and in addition to the fundamental and historical role of universities in teaching and research, a third mission of the university arises that aims to provide an interface between the university and society. According to Loi & Di Guardo (2015), the third mission of universities is the dimensions of innovation and technology transfer, continuing education, and social commitment. The introduction of entrepreneurship education has a revolutionary character, since it adds to the traditional vocational training of employees and academics, the entrepreneurial culture, more appropriate to the new formats of labor relations resulting from the restructuring of the world economy. Faced with this changed scenario, educational institutions should not refrain from focusing on preparing students for job searching and focusing on life preparation and the development of self-learning, incorporating entrepreneurship education into regular curricula and the formation of new professional. The importance of the dissemination of an entrepreneurial culture at universities, in the attempt to provide an entrepreneurial environment for future professionals, is fundamental, because according to Ghina (2014) and Baptista & Naia (2015) the trait

FAQs

What is the purpose of FLIGBY in this study?

The study uses FLIGBY to identify and evaluate students’ entrepreneurial skills by mapping performance to competencies collected in the Master Analytics Profiler (MAP).

How are students’ performances in FLIGBY compared to benchmarks?

Findings indicate that students’ performance in FLIGBY is very similar to the benchmark, with only small oscillations.

What differences appear related to educational and professional experience?

Asymmetries emerge: management course students show better business-oriented thinking, while IT students reveal greater time-management skills. Professional experience also matters for decisions about stress and successful completion of managerial tasks.

Oct 15, 2026

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