AI-Driven Gamification in Virtual Worlds: A Conceptual Framework for Digital Entrepreneurship Competency Development

Abstract

The rapid digital transformation of the 21st century has redefined entrepreneurship, demanding new competencies that extend beyond traditional business knowledge. This study introduces the AI-Driven Gamification in Virtual Worlds for Digital Entrepreneurship Competency (AIDGAIDGVW-DEC) framework, which integrates artificial intelligence, gamification, and immersive virtual world technologies to foster entrepreneurial mindsets and digital skills. Employing a qualitative documentary research design, the framework was developed through a synthesis of scholarly literature and subsequently validated by a panel of five experts in educational technology, entrepreneurship, and learning sciences. The framework consists of three interconnected components: inputs (digital entrepreneurship content, gamification elements, AI-powered personalization, and virtual world technologies), learning processes (VR game-based simulations, AI behavior analysis, gamification engagement, and continuous assessment), and outputs (entrepreneurial competencies, motivation, practical application of knowledge, and behavioral change). Expert evaluation using a 5-point Likert scale confirmed the framework’s high appropriateness across all dimensions, with mean scores ranging from 4.60 to 4.90, indicating “absolutely appropriate” levels. Notably, theoretical alignment achieved the highest rating (M = 4.90, SD = 0.45), underscoring the framework’s strong conceptual foundation. The findings highlight both the theoretical and practical contributions of the framework. Theoretically, it synthesizes gamification, immersive learning, and AI-driven personalization into a cohesive pedagogical model. Practically, it offers educators a replicable, flexible tool for designing innovative curricula that enhance learner engagement and entrepreneurial readiness. Future research should focus on empirical implementation, scalability, and cross-cultural applicability to further refine the framework and strengthen its generalizability. The findings indicate the framework’s strong conceptual grounding and expert-validated appropriateness. While promising, the framework requires future empirical testing to determine its effectiveness in real educational contexts. This study therefore provides a foundational contribution for guiding further instructional design and research in digital entrepreneurship education.