The Power of Application in Learning Life Skills

Wilson, Scott; Williams, Leslie A.; Thompson, William; Kuehn, Elizabeth; Black, Jessica E.; Dean, Sharon; Elizondo, Javier; Terry, Robert W.; Garn, Gregg

doi:10.1002/9781119399926.ch32

Cited by 1 publication

(4 citation statements)

References 41 publications

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“…However, the extent to which GBL can be used effectively to promote financial literacy has not been empirically tested. The few studies conducted to date in this domain confirm an advantage of GBL over traditional learning methods in terms of an increase in financial knowledge (Duzhak et al, 2021;Huang and Hsu, 2011;Wilson et al, 2020). This is also evident across domains, especially in mathematics and language learning (Wouters et al, 2013).…”

Section: Game-based Learning In Promoting Financial Literacymentioning

confidence: 88%

“…Most of these games have not yet been empirically tested for their effectiveness. Exceptions include Chair the Fed (Wilson et al, 2020), No Credit. Game Over!…”

Section: Game-based Learning In Promoting Financial Literacymentioning

confidence: 99%

“…(Huizenga et al, 2019) and Money Hero (Nadolny et al, 2019). An assessment of dependent variables has been performed by using postgame subject tests (Nadolny et al, 2019;Wilson et al, 2020) and by analyzing game data (Huizenga et al, 2019;Nadolny et al, 2019). However, studies have not yet investigated for which target group these games are particularly suitable.…”

Section: Game-based Learning In Promoting Financial Literacymentioning

confidence: 99%

“…Research on this method is also increasing, especially in domains such as STEM (Mayer, 2019). However, the growth of published studies on the effectiveness of GBL is slower in the domain of financial literacy (Huizenga et al, 2019;Wilson et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

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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: Game-based Learning In Promoting Financial Literacymentioning

confidence: 88%

“…Most of these games have not yet been empirically tested for their effectiveness. Exceptions include Chair the Fed (Wilson et al, 2020), No Credit. Game Over!…”

Section: Game-based Learning In Promoting Financial Literacymentioning

confidence: 99%