Mohammadreza (Reza) Farrokhnia is a new PhD candidate at WUR, Education and Learning Science (ELS) group. He was an official science teacher at IRAN ministry of education with more than 12 years of teaching experience at Iranian high schools and universities. As a science teacher, he have always been interested in using and developing different simulations and games for teaching and evaluating difficult and abstract concepts of science in his classes.
It was owing to this great interest that he decided to do his master’s in the field of Science Education. His master’s thesis specifically focused on examining the effects of using computer simulations in physics laboratories on students’ learning and skill. Due to his interest in the field of educational technology and with a passion to hone his teaching methods, he decide to begin a PhD program at ELS on the topic of “designing and developing a Serious Game for improving higher education students’ entrepreneurial skills”, under supervision of Dr. Harm Biemans, Dr. Thomas Lans, and Dr. Omid Noroozi.
During the past few decades, entrepreneurship has become an important economic and social topic as well as an often-researched subject around the world. Most empirical studies indicate that entrepreneurship, or at least some aspects of it, can be taught and that education can be considered one of the key instruments for fostering entrepreneurial skills. In this regard, one of the promising approach is the introduction of interactive virtual environments such as Serious Game into entrepreneurship education programs. Indeed, in the context of entrepreneurship education, serious games offer a wide range of key benefits, namely in terms of students’ motivation, immersive experience, and acquisition of multidisciplinary competencies. Therefore, in his PhD program, he mainly intends to design and develop a Serious Game based on cutting-edge entrepreneurship learning theories for improving university students’ entrepreneurial skills, such as opportunity recognition and to explore the effectiveness of these kinds of new technological learning environments on students’ motivation toward entrepreneurship education programs.