Gamification in the development of entrepreneurial intentions: a QCA analysis

Studies related to gamification and EI are scarce and conducted in isolation, but despite being few, thanks to them we know that gamification is important for the generation of entrepreneurial intentions (EI). Classical models such as the Theory of Planned Behavior (TPB) have been used to understand the interactions between the variables that predict EI, although we have not seen, at least to our knowledge, studies that employ this basic theory with gamification and use the QCA methodology that allows us to know how different combinations of TPB conditions together with gamification can lead to the presence or absence of EI. This study is interesting because entrepreneurial behavior is complex, which means that it is not only the TPB variables that are able to explain such behavior but there may be other variables that help us to understand it. And not only that, but traditional methods, to which we are accustomed, are not able to capture this complexity. This means that the use of other methodologies that are capable of capturing the causal asymmetry, equifinality and configurational complexity that occur when explaining EI, can provide great value to both educational institutions and researchers and practitioners. Thus, the aim of this study is twofold: to analyse whether the use of gamification is linked to the variables included in the TPB, to determine the development of EI; to examine which combinations of variables may lead to the occurrence and non-occurrence of EI. For this purpose, the Fuzzy Set Qualitative Comparative Analysis (fsQCA) is used in a sample of 333 Spanish university students. The results show how different configurations of explanatory conditions allow us to understand the presence of EI (two combinations) as well as the non-presence (three combinations). Also, how gamification interrelates with the TPB variables to explain the occurrence or non-occurrence of EI. These results provide insight into how interactions between different factors can lead to the generation of EI which can help stakeholders to drive entrepreneurship and to promote to a greater extent these gamified training courses in the classroom in order to improve the attitude of individuals towards entrepreneurship and the perception of their capabilities, among others.