The Avaritia: Entrepreneurship Practice to Understand the Problem of Information Control through Gamification

Round 1

Reviewer 1 Report

The research objectives of this study are:

1. Does gamified entrepreneurship education content convey information control, information gap, etc. to learners?

2. Does gamification have a positive impact on entrepreneurship education?

The following are suggestions:

1. It is recommended to clearly describe the research objectives in the abstract. The current abstract only says to verify the effectiveness of the game, but does not clearly state the research topic

2. Although gamification is the focus of this study, it does not explain why gamification is used. Compared with other methods, does gamification have more advantages in cultivating entrepreneurship?

3. Please add the demographic information of the research subjects, such as gender and age.

4. How is the course conducted and what are the learning activities?

5. It is recommended to use a flow chart to explain the content of the experiment, which is easier to understand, such as the time of pre-test and post-test.

6. The number of people before and after the article is inconsistent. The number of people mentioned in "Study Design and Methods" is only 30, but the number of people in Table 2 is different from 29 to 31 people. In addition, the number of people before and after the test is inconsistent. Should we take out those who have fully participated Students are more suitable?

7. Since this study includes lectures and teacher-taught learning activities in addition to games, how do these affect the experimental results? If other studies refer to this research approach, do lectures and course assistance also need to be provided?

Author Response

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Author Response File: Author Response.pdf

Reviewer 2 Report

The study presents how gamified entrepreneurship education content helps learners to be better received. Gamification is popular to enhance participants engagement in computer-based learning. Results, based on questionnaires feedback analysis, are confirming effectiveness of this approach. Indeed, the gamification used in The Avaritia fosters learners understanding the social problems aimed to be tackled in the learnig session. Thus, results indicate the need for entrepreneurship education using gamification. Even if the study is fine, authors indicate that there are still some limitations then they present fitted further developments.

Author Response

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Author Response File: Author Response.pdf

Reviewer 3 Report

In my opinion, the authors have presented a well-founded and robust manuscript on a case study applying gamified entrepreneurship education. I think it is a valuable topic, since there are not many scientific articles on applied programs, and even less framing them with the SDGs, something that is highly pursued in the educational field.

As minor details, I could mention:

1) The theoretical framework could be deepened a little more, adding more references and previous studies.

2) Figures 1-3 need more resolution.

3) Figure 4 is from a CC0 image bank or does reference 29 give permission to use his photograph?

4) Would it be possible for Figure 7 to have a caption with the English translation? Most readers lose content because of the language.

5) Photographs of the students appear where they can be identified. I have not seen in the statement that you have permission. Could you specify?

I hope that the comments are constructive and help to improve the manuscript. Best!

Author Response

Please see the attachment

Author Response File: Author Response.pdf

Round 2

Reviewer 1 Report

After the revision of this study, most of the content is relatively clear, but there are still unanswered questions. For example, in addition to games, this study also has lectures and learning activities taught by teachers. Will these two affect the experimental results?

However, this problem does not affect the contribution of this research. We look forward to releasing this game in the future to enhance the research value.