Gamification in Entrepreneurship Education in South Africa

Abstract

This study examines the integration of gamification into entrepreneurship education in South Africa, highlighting its potential to improve student engagement, motivation, creativity, and entrepreneurial self-efficacy. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, a systematic review of literature was conducted across databases such as Scopus, Web of Science, EBSCOhost, and Google Scholar, focusing on publications between 2010 and 2025. Out of 1,040 identified records, 30 studies met the inclusion criteria and were synthesized through meta-analysis. Findings indicate that 80% of the reviewed studies reported positive outcomes, particularly where hybrid gamification models blend digital platforms with face-to-face learning to enhance entrepreneurial competencies. About 15% of studies revealed mixed results, often linked to infrastructural limitations or insufficient lecturer training, while 5% reported negligible effects due to poor integration of gamified tools. The review further shows that successful implementation depends on institutional readiness, adequate digital infrastructure, and staff training. The study contributes to the growing literature on entrepreneurship pedagogy by illustrating how gamification can bridge the gap between theory and practice in higher education. Policy recommendations include investing in staff capacity building, improving institutional resources, and designing culturally relevant gamified approaches. Overall, gamification offers a viable pathway for South African universities to nurture entrepreneurial mind-sets and skills essential for navigating a dynamic economy.