|
| Author | Theories | Constructs used in study |
| Independent | Dependent |
|
| Chen, Keys, and Gaber [44] | Theory of planned behaviour [105] | Behavioural intentions, enjoyment, cognitive appraisal | Perceived learning outcomes |
| Bitrián, Buil, and Catalán [47] | Flow theory [106] | Boredom, flow, anxiety, apathy | Students’ perceived learning, skills, and satisfaction |
| Newbery et al. [89] | The models of entrepreneurial intent [107] | Personal attitudes, perceived behavioural control, perceived social norms | Entrepreneurial intent |
| Tao, Yeh, and Hung [64] | Problem-based gaming model [108], input-process-outcome game model [109] | Student-perceived complexity level of BSGs, BSG competition outcomes | Declarative knowledge, procedural knowledge, strategic knowledge |
| Ellahi, Zaka, and Sultan [65] | Activity theory [110] | Learners’ interest, instructor role | Satisfaction and performance |
| Williams [66] | Experiential learning theory [103] | Game cycle | Entrepreneurial skills, entrepreneurial attitudes |
| Zulfiqar et al. [68] | Technology Acceptance Model [104] and theory of planned behaviour [105] | Perceived business value, subjective norms, perceived behavioural controls, attitude | Entrepreneurship and entrepreneurial intentions |
| Buil, Catalán, and Martínez [76] | Self-system model of motivational development [111] | Competence, autonomy, relatedness, self-efficacy | Cognitive, emotional, and behavioural engagement, skill development, perceived learning |
| Leal-Rodriguez and Albort-Morant [79] | Experiential learning theory [103] | Students’ experiential learning involvement (project grade) | Performance in the final exam (exams grade) |
| Lee, Long, and Visinescu [83] | Expectancy–value theory of motivation [112] | Active learning
Meaningful learning
Collaboration, subject integration | Business intelligence motivational beliefs |
| Pando-Garcia, Periañez-Cañadillas, and Charterina [84] | Technology Acceptance Model [104] | Perceived usefulness, perceived ease of use | Attitude to using BSG, intention to use a BSG |
| Newbery et al. [89] | Identity conflict theory [113] | Group-level micro identity, individual micro identity, interpersonal micro identity | Observed entrepreneurial identity, entrepreneurial behaviour |
| Torres and Augusto [90] | Experiential learning theory [103] | Decision styles (analytical, conceptual, directive, behavioural) | Strategic competencies (strategic formulation, strategic implementation, critical analysis) |
| Urquidi-Martín, Tamarit-Aznar, and Sánchez-García [54] | Experiential learning theory [103] | Game realism, game structure, perceived usefulness | Motivation and critical thinking |
| Wang et al. [70] | Unified Theory of Acceptance and Use of Technology (UTAUT) [114] | Performance and effort expectancy, social influence, facilitating conditions, hedonic motivation, price value and habit | Behavioural intention |
| Zulfiqar et al. [57] | Technology Acceptance Model [104] | Perceived usefulness, perceived ease of use, technology adoption | Entrepreneurial intention and learning performance |
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