Trilha Viva: dinâmica educacional para (re)aprender a empreender jogando

Abstract

This study presents the development and validation of Trilha Viva, an educational tool designed to foster entrepreneurship learning among undergraduate Business Administration students in higher education. Based on the integration of active learning methodologies and experiential learning, the research aimed to answer the question: to what extent does a playful strategy, such as Trilha Viva, enhance the teaching-learning process of entrepreneurship? To achieve this objective, a mixed-methods approach was adopted, structured in three stages: initial diagnosis, prototype development, and product testing. The diagnostic phase included surveys administered to students from two higher education institutions, identifying gaps in entrepreneurial education and confirming students’ interest in more dynamic and experiential practices. In the development phase, the product was prototyped based on the identified demands, incorporating playful elements and problem-based situations. The testing phase was conducted using a quasi-experimental strategy, with pre- and post-game assessments to evaluate the impact on the understanding of entrepreneurial competencies. The results indicate that Trilha Viva promoted learning, increased self-awareness of entrepreneurial competencies, and generated engagement among participants, validating the game as an effective active learning tool. Furthermore, the experimental application allowed for adjustments between game versions, improving its pedagogical structure and game mechanics. The research concludes that Trilha Viva contributes to the integration of theory and practice, strengthening entrepreneurship education in higher education and providing methodological support for educators seeking more interactive and contextualized strategies.