Learning with serious games in economics education a systematic review of the effectiveness of game-based learning in upper secondary and higher education

Platz, Liane

doi:10.1016/j.ijer.2022.102031

Cited by 22 publications

(11 citation statements)

References 45 publications

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“…In addition, it should be emphasized that the effect of a game depends on its design. For example, there is evidence that games in economics education are more motivating if they are challenging and embedded in the curriculum (Platz, 2022). This is further underlined through our analysis by modelling the two versions of the game as a control variable.…”

Section: Discussionmentioning

confidence: 99%

Game-based learning as a gateway for promoting financial literacy – how games in economics influence students’ financial interest

Platz

Jüttler

2022

Citizenship, Social and Economics Education

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The teaching of financial literacy through game-based approaches is legitimized by the ability of game-based learning (GBL) to simulate financial decisions that young people have not yet encountered in their lives due to limited legal capacity and economic dependence on the parental home. Although results on the general effectiveness of games are already available, the question about for which students GBL is effective in teaching financial literacy has not yet been researched in depth. Based on pedagogical interest theory, a pre–post design (n = 50; 30 female students) was conducted to investigate the effects of high school students’ individual prerequisites on their game experience and their development of situational interest by playing an analog game and debriefing. The main findings indicate that a higher level of prior motivation for this topic has a positive effect on game experience and situational interest. A high level of prior knowledge and leisure activities concerning finance may have a somewhat negative effect. Such games are particularly suitable for students who are aware of the subjective significance of finance but have not previously had the opportunity to engage with this topic for different reasons.

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Section: Discussionmentioning

confidence: 99%

Game-based learning as a gateway for promoting financial literacy – how games in economics influence students’ financial interest

Platz

Jüttler

2022

Citizenship, Social and Economics Education

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“…Game-based learning usually involves simulation activities to challenge students across various types of decisions and problems. By incorporating game elements, such as rules, constraints, roles and tasks, the gamification has been proven to be an effective technique to enhance students’ motivation, critical thinking, interpersonal skills and knowledge acquisition (Jaaska et al , 2022; Platz, 2002). Simulation games are usually designed to reproduce real-life settings with feedbacks loops, non-linearities and multidimensional constraints.…”

Section: Literature Review: Interdisciplinary Learning and Pedagogica...mentioning

confidence: 99%

Exploring the interconnected nature of the sustainable development goals: the 2030 SDGs Game as a pedagogical tool for interdisciplinary education

Andreoni

Richard²

2023

IJSHE

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Purpose The purpose of this paper is to present the 2030 SDGs Game as a pedagogical tool for the promotion of interdisciplinary education. Based on the simulation of possible world outcomes for the year 2030, the game induces participants to reflect on the socioeconomic and environmental consequences of actions and facilitate the exploration of the interconnected nature of the Sustainable Development Goals. Design/methodology/approach Starting with a review of the main benefits and constraints of interdisciplinary learning approaches, this paper discusses how pedagogical attitudes have change over time and suggests the use of the 2030 SDGs Game as a powerful tool for sustainability education. Composed by a set of cards with different projects and goals, the game connects participants to the principles of the Agenda 2030 and is suitable for a wide range of educational settings. In the case study presented in this paper, the game was played by 20 students from five different faculties of the University of Liverpool (UK). Findings The participatory nature of the game, where players learn through the experience of play, is functional to support the co-creation of knowledge of the “active-learner-centred” approach, and facilitate the development of problem-solving attitudes, soft skills and team-working abilities. Originality/value To the best of the authors’ knowledge, this paper presents, for the first time, the 2030 SDGs Game as a pedagogical tool for interdisciplinary sustainability education. The game is relatively easy to play and is suitable to be used in a wide range of educational settings.

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“…Synchronous communication technology is a collaborative technology that involves students and teachers who can participate simultaneously (real-time). In contrast, asynchronous communication can support working relationships and communication between students and teachers, even when students cannot reach applications simultaneously with other students (Kokotsaki et al, 2016;Platz, 2022). Thus, students will get a meaningful learning experience in PjBL learning and get convenience in learning activities wherever and whenever.…”

Section: Pjbl In Economics Learning Can Effect 21st Century Skills Th...mentioning

confidence: 99%

Project-Based Learning in Economics Learning: Can it Improve 21st Century Skills Through Online Learning?

Hasan,

Arisah,

Supatminingsih

et al. 2023

PED

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This study aims to examine the effect of PjBL in learning economics to improve 21st century skills through online learning in higher education. This research was conducted using a quantitative approach designed as explanatory research using structural equation modeling (SEM) as the analysis tool. The results showed that PjBL in learning economics can improve 21st century skills through online learning.

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Learning with serious games in economics education a systematic review of the effectiveness of game-based learning in upper secondary and higher education

Cited by 22 publications

References 45 publications

Game-based learning as a gateway for promoting financial literacy – how games in economics influence students’ financial interest

Game-based learning as a gateway for promoting financial literacy – how games in economics influence students’ financial interest

Exploring the interconnected nature of the sustainable development goals: the 2030 SDGs Game as a pedagogical tool for interdisciplinary education

Project-Based Learning in Economics Learning: Can it Improve 21st Century Skills Through Online Learning?

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