Designing a Non-Digital Game for Entrepreneurial Education – A Case Study of Biznes na medal

Abstract

Growing recognition of educational games and their impact on developing competences emphasizes the need for practical and theoretical knowledge on the process of designing effective games for education. Existing approaches emphasize motivational factors, alignment between learning objectives and game elements, learner-specific needs, and domain-specific requirements. The literature offers several frameworks for serious educational game design. However, further research is needed to establish evidence-based design principles, clarify the role of educators in the development process, and extend current findings to less explored learning domains and skills. This paper aims to address this knowledge gap by describing the specificity of the design process of a business education board game for young and adult players with no prior business experience, developed by an academic teacher in a university setting. The study employs a single-case study and autoethnography to explore the author's personal experience of a three-year process of designing the board game Biznes na medal (Business Worth Medal). The findings revealed four author roles related to designing the game and managing the design process: innovator, creator, entrepreneur, and leader. The interconnection between the roles is explained by organizational ambidexterity. As a result, an ICEL framework of author roles in educational game design was proposed.