Keywords
pretest-posttest design
educational intervention
gamified learning
digital marketing
Dimensions
Altmetrics
How to Cite
Abstract
This study aims to evaluate the effectiveness of the educational board game Digital Marketing Tycoon (DMT) in enhancing high school students’ understanding of digital marketing concepts. Using a quasi-experimental pretest–posttest design, 345 students from Semarang and Jakarta were divided into an experimental group (n = 177) and a control group (n = 168). The experimental group played DMT for 60–90 minutes, while the control group received conventional instruction. Data were collected through a validated 20-item online quiz (Cronbach’s a = .82) administered before and after the intervention. Paired-samples t test revealed a significant improvement in the experimental group (mean increase = 13.94 points), with a large effect size (Cohen’s d = 1.55). The control group showed minimal change. A Shapiro–Wilk test confirmed the normality of the data. A strong positive correlation (r = .640, p < .001) indicated consistent learning gains across all ability levels. Qualitative observations indicated increased engagement, collaboration, and strategic thinking. The findings support the integration of purpose-designed board games into entrepreneurship curricula to bridge abstract concepts with real-world application. Recommendations include piloting Digital Marketing Tycoon within national curriculum frameworks, providing teacher training in gamification, and conducting longitudinal studies to assess long-term knowledge retention.
References
Almeida, F. (2017). Learning entrepreneurship with serious games—A classroom approach. arXiv. https://doi.org/10.48550/arXiv.1710.04118
Almeida, F. (2020). The contribution of serious games for the success of students in entrepreneurship. In L. N. Makewa & B. M. Ngussa (Eds.), Advances in higher education and professional development (pp. 123–148). IGI Global. https://doi.org/10.4018/978-1-7998-1029-2.ch007
Antonaci, A., Dagnino, F. M., Ott, M., Bellotti, F., Berta, R., De Gloria, A., Lavagnino, E., Romero, M., Usart, M., & Mayer, I. (2015). A gamified collaborative course in entrepreneurship: Focus on objectives and tools. Computers in Human Behavior, 51, 1276–1283. https://doi.org/10.1016/j. chb.2014.11.082
Barzaga, M. J., & Venadas, R. A. V. (2024). Benjamin legends: A gamified learning experience in MAPEH classroom. Psych Educ, 22(3), 357-364. https://doi.org/10.2139/ssrn.4908845 Badan Pusat Statistik. (n.d.). Booklet sakernas Februari 2024.
Brühlmann, F. (2018). Gamification from the perspective of self-determination theory and flow. OSF Preprints. https://doi.org/10.31237/osf.io/6kauv
Caponetto, I., Earp, J., & Ott, M. (n.d.). Gamification and education: A literature review.
Chen, J., Chen, Y., Ou, R., Wang, J., & Chen, Q. (2022). How to use artificial intelligence to improve entrepreneurial attitude in business simulation games: Implications from a quasi-experiment. Frontiers in Psychology, 13, 856085. https://doi.org/10.3389/fpsyg.2022.856085
Diaz León, C. A., Rivera, N. A., Cabrera, M. G., Cano, J. H. M., Ortiz, S. A., & Osorio, J. D. M. (2024). Designing learning experiences using serious games: Innovative village case study. Frontiers in Education, 9, 1322704. https://doi.org/10.3389/feduc.2024.1322704
Eckhaus, E., Klein, G., & Kantor, J. (2017). Experiential learning in management education. Business, Management and Education, 15(1), 42–56. https://doi.org/10.3846/bme.2017.345
Erlanitasari, Y., Rahmanto, A., & Wijaya, M. (2020). Digital economic literacy micro, small and medium enterprises (SMES) go online. Informasi, 49(2), 145–156. https://doi.org/10.21831/informasi. v49i2.27827
Fox, J., Pittaway, L., & Uzuegbunam, I. (2018). Simulations in entrepreneurship education: Serious games and learning through play. Entrepreneurship Education and Pedagogy, 1(1), 61–89. https:// doi.org/10.1177/2515127417737285
Gentry, J., Dickinson, J., Burns, A., McGinnis, L., & Park, J. (2006). The role of learning versus performance orientations when reacting to negative outcomes in simulation games. Developments in Business Simulation and Experiential Learning, 33, 79–84.
Hanson, J., Hooley, T., & Cox, A. (n.d.). Business games and enterprise competitions.
Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152–161. https://doi.org/10.1016/j.compedu.2014.08.019
He, Z., Liu, Y., Wang, X., Li, R., & Lv, N. (2023). Gamified entrepreneurship courses motivate college students’ satisfaction: An integrated flow framework. SAGE Open, 13(2), 21582440231177029. https://doi.org/10.1177/21582440231177029
Hosseini, C., Humlung, O., Fagerstrøm, A., & Haddara, M. (2022). An experimental study on the effects of gamification on task performance. Procedia Computer Science, 196, 999–1006. https://doi. org/10.1016/j.procs.2021.12.102
Hummel, H. G. K., Nadolski, R. J., Eshuis, J., Slootmaker, A., & Storm, J. (2021). Serious game in introductory psychology for professional awareness: Optimal learner control and authenticity. British Journal of Educational Technology, 52(1), 125–141. https://doi.org/10.1111/bjet.12960
Jaskari, M.-M., & Syrjälä, H. (2023). A mixed-methods study of marketing students’ game-playing motivations and gamification elements. Journal of Marketing Education, 45(1), 38–54. https:// doi.org/10.1177/02734753221083220
Kemell, K.-K., Feshchenko, P., Himmanen, J., Hossain, A., Jameel, F., Puca, R. L., Vitikainen, T., Kultanen, J., Risku, J., Impiö, J., Sorvisto, A., & Abrahamsson, P. (2019). Software startup education: Gamifying growth hacking. Proceedings of the 2nd ACM SIGSOFT International Workshop on Software-Intensive Business: Start-Ups, Platforms, and Ecosystems, 25–30. https://doi. org/10.1145/3340481.3342734
Kusuma, H., Muafi, M., Aji, H. M., & Pamungkas, S. (2020). Information and communication technology adoption in small- and medium-sized enterprises: Demographic characteristics. The Journal of Asian Finance, Economics and Business, 7(10), 969–980. https://doi.org/10.13106/JAFEB.2020.
VOL7.NO10.969
Landau, S., & Everitt, B. S. (2003). A handbook of statistical analyses using SPSS (3rd ed.). Chapman and Hall/CRC. https://doi.org/10.1201/9780203009765
Li, L., Hew, K. F., & Du, J. (2024). Gamification enhances student intrinsic motivation, perceptions of autonomy and relatedness, but minimal impact on competency: A meta-analysis and systematic review. Educational Technology Research and Development, 72(2), 765–796. https://doi. org/10.1007/s11423-023-10337-7
Lyons, R. M., Fox, G., & Stephens, S. (2023). Gamification to enhance engagement and higher order learning in entrepreneurial education. Education + Training, 65(3), 416–432. https://doi. org/10.1108/ET-05-2022-0204
Majuri, J., Koivisto, J., & Hamari, J. (2018). Gamification of education and learning: A review of empirical literature. Proceedings of the 2nd International GamiFIN Conference, 11–19.
Martins, I., Perez, J. P. P., Osorio, D., & Mesa, J. (2023). Serious games in entrepreneurship education: A learner satisfaction and theory of planned behaviour approaches. The Journal of Entrepreneurship, 32(1), 157–181. https://doi.org/10.1177/09713557231158207
Mejía, P. J. C. (2024). Playful strategies for entrepreneurial minds: An analysis of gamification in education. Pakistan Journal of Life and Social Sciences, 22(2). https://doi.org/10.57239/ PJLSS-2024-22.2.00912
Morgan, G. A., Barrett, K. C., Leech, N. L., & Gloeckner, G. W. (2019). IBM SPSS for introductory statistics: Use and interpretation (6th ed.). Routledge. https://doi.org/10.4324/9780429287657
Nájera-Sánchez, J.-J., Pérez-Pérez, C., & González-Torres, T. (2023). Exploring the knowledge structure of entrepreneurship education and entrepreneurial intention. International Entrepreneurship and Management Journal, 19(2), 563–597. https://doi.org/10.1007/s11365-022-00814-5
Newbery, R., Lean, J., & Moizer, J. (2016). Evaluating the impact of serious games: The effect of gaming on entrepreneurial intent. Information Technology & People, 29(4), 733–749. https://doi. org/10.1108/ITP-05-2015-0111
Ortiz, M., Chiluiza, K., & Valcke, M. (2016). Gamification in higher education and STEM: A systematic review of literature. Proceedings of EDULEARN16 Conference, 6548–6558. https://doi. org/10.21125/edulearn.2016.0422
Pittaway, L., & Cope, J. (2007). Simulating entrepreneurial learning: Integrating experiential and collaborative approaches to learning. Management Learning, 38(2), 211–233. https://doi. org/10.1177/1350507607075776
Pratikto, H., Hanafiya, R., Ashar, M., Akbar, M. I., & Harsono, Y. T. (2021). Entrepreneurship game apps to enhancement student skill thinking analytic in class online. International Journal of Interactive Mobile Technologies (iJIM), 15(8), 155–162. https://doi.org/10.3991/ijim.v15i08.21575
Protopsaltis, A., Hainey, T., Borosis, S., Connolly, T., & Copado, J. (n.d.). StartUP_EU: Using game-based learning and Web 2.0 technologies to teach entrepreneurship to secondary education students.
Rahim, M., Mohammed, L. A., & Tatlah, I. A. (2024a). The role of gamification-based learning on prospective teachers’ lower order thinking abilities. Journal of Language and Pragmatics Studies, 3(1), 31–32. https://doi.org/10.58881/jlps.v3i1.46
Rahim, M., Mohammed, L. A., & Haq, S. U. (2024b). Exploring the influence of gamification-based learning on lower order thinking skills toward mathematics learning in primary-level students: A qualitative study. Educational Administration: Theory and Practice. https://doi.org/10.53555/ kuey.v30i10.7900
Ratinho, E., & Martins, C. (2023). The role of gamified learning strategies in students’ motivation in high school and higher education: A systematic review. Heliyon, 9(8), e19033. https://doi. org/10.1016/j.heliyon.2023.e19033
Razali, N., Nasir, N. A., Ismail, M. E., Sari, N. M., & Salleh, K. M. (2020). Gamification elements in Guizizz applications: Evaluating the impact on intrinsic and extrinsic student motivation. IOP Conference Series: Materials Science and Engineering, 917(1), 012024. https://doi.org/10.1088/1757899X/917/1/012024
Sailer, M., Hense, J. U., Mayr, S. K., & Mandl, H. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior, 69, 371–380. https://doi.org/10.1016/j.chb.2016.12.033
Sailer, M., & Sailer, M. (2021). Gamification of in-class activities in flipped classroom lectures. British Journal of Educational Technology, 52(1), 75–90. https://doi.org/10.1111/bjet.12948
Silitonga, L. M., Dharmawan, B., Murti, A. T., & Wu, T.-T. (2024). Promoting entrepreneurial intentions and competencies through business simulation games. Journal of Educational Computing Research, 62(3), 505–535. https://doi.org/10.1177/07356331231209772
Skjelbred, S., & Daus, S. (2022). Satisfaction is insufficient: Insights from a randomized, controlled trial of a marketing simulation game. Journal of Computer Assisted Learning, 38(6), 1686–1702. https://doi.org/10.1111/jcal.12703
Tchokoté, I. D., & Bawack, R. E. (2024). Linking business games to business and entrepreneurship education: Insights from a bibliometric and literature review. Theoretical Economics Letters, 14(2), 436–467. https://doi.org/10.4236/tel.2024.142024
Wellington, W., Faria, A. J., & Whiteley, T. R. (1998). Developments in business simulation and experiential learning. Proceedings of the Association for Business Simulation and Experiential Learning, 25, 117–122.
Yang, Q., Chen, Q., Wang, J., & Ou, R. (2024). The effect of student self-efficacy on learning outcomes in a business simulation mobile game: A quasi-experimental study. Library Hi Tech, 42(2), 547–
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright (c) 2025 Jurnal Penelitian Kebijakan Pendidikan