Abstract
This study addresses the entrepreneurial intention–action gap by investigating the integration of Marketing Technology (MarTech) and neuromarketing within experiential entrepreneurship capstone courses. Using a pre experimental one group pretest posttest design (lacking a control group, thus precluding causal claims), the study involved 1726 final year undergraduate students. Neuro feedback utilization was operationalized via logged sessions on the iMotions™ platform, with High Utilizers (n = 1058) defined as students exceeding the median of 7 sessions. Data collection included pre/post surveys measuring Entrepreneurial Self Efficacy (ESE; 8 item Chen et al., 1998 scale, α = 0.89), Digital Marketing Competency (DMC; 10 item composite, α = 0.91), and Venture Feasibility Confidence (VFC; 6 item scale, α = 0.87); assessment of applied competencies via a blind rated project deliverable (5 point analytic rubric, inter rater ICC = 0.92); and a post course perception survey. All participants provided written informed consent; separate explicit opt in consent was obtained for EEG/eye tracking, with biometric data aggregated and anonymized. Analyses comprised paired sample t tests (Cohen’s d: DMC = 0.53, VFC = 0.42, ESE = 0.39), MANOVA, and two step cluster analysis (Ward’s method, squared Euclidean distance) on five standardized perception variables (pedagogical value, ethical concern, cognitive load, career relevance, institutional support) . The integrated capstone was associated with significant improvements in all three constructs. These outcomes operationalize psychological and competency based proximal antecedents of the intention action gap, not action itself. Contrary to directional expectation, low utilizers of neuro feedback tools significantly outperformed high utilizers in applied competencies – a counter intuitive finding tentatively explained by Cognitive Load Theory (detrimental offloading vs. strategic engagement; speculative, requiring future research). Cluster analysis revealed three distinct learner profiles (Enthusiastic Adopters 50.4 %, Pragmatic Neutrals 26.0 %, Cautious & Overwhelmed 23.6 %), with Career Relevance and Ethical Concern as primary differentiators. These associational findings suggest that educators and innovation managers should prioritize strategic and ethical application over technical proficiency. Causal claims are precluded by the one group design.
