Evolution of Serious Games to Support Lifelong Learning and Decision Making: Design and Implementation of a Financial Literacy Game

Rasco, Aldrich; Chan, Johnny; Peko, Gabrielle; Sundaram, David

doi:10.24251/hicss.2021.008

Cited by 4 publications

(2 citation statements)

References 22 publications

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“…Financial literacy could have a great boost through play or gamification, especially for lifelong learning. The game pushes towards autonomy, an increase in motivation, and improving support structures to ensure that lifelong learning and decision-making are managed effectively through an evolving system (Rasco et al 2021).…”

Section: Introductionmentioning

confidence: 99%

Digital Escape Games in Educational Programs for Financial Literacy

Bisanti

Paolo

Pizziol

et al. 2022

ECGBL

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Escape from the Castle is a digital escape game created with the collaboration of the Museum of Saving in Turin (Italy), Neuroscience Lab Intesa Sanpaolo Innovation Center, and the GAME Science Research Center of IMT School for Advanced Studies Lucca. In the escape game, players must help Mica, the mascot of the Museum, to run away from the Ghost of the Baroness, from its Castle. To do that, every player has to solve four puzzles in four different rooms. Each room is correlated to a financial issue, such as saving strategies and planning. The game aims to increase the awareness that money represents a means for achieving a purpose (i.e., use value of money) and not an end, from a behavioural and neuroscientific point of view. So we built a study about the behaviour of teenagers. According to the literature, the cooperative approach proposes emotional and cognitive involvement as a tool to strengthen learning, increases awareness of self-efficacy and, when applied to money management, increases the self-perception of being able to make consumption choices. To better understand the mechanisms of cooperation, we built an experiment with 118 students from eleven to fourteen years old, that played the game during a visit to the Museum. We divided students into two groups: one in which students could collaborate with each other in solving the puzzles (treatment) and one in which they had to play individually (control), and we collected score and time of play (behavioural data). In each group, two students wore eye-trackers to record pupil dilation to collect neurophysiological data. Here we present mainly the behavioural results that show that the students who were allowed to collaborate obtained, on average, double the score compared to those who played individually. Furthermore, those who collaborated finished the game in less time than those who have not played as a group. Moreover, combining behavioural data with neurophysiological data, there are indications that high pupil dilation is correlated with high engagement in play, and this is often true in collaborating groups.

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Section: Introductionmentioning

confidence: 99%

Digital Escape Games in Educational Programs for Financial Literacy

Bisanti

Paolo

Pizziol

et al. 2022

ECGBL

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“…Estratégias estão sendo desenvolvidas para o ensino de Educação Financeira tal como o uso de jogos educativos tais como [Junior et al 2015], [Souza andMustaro 2015] [Samonte et al 2017], [Rasco et al 2021], entre outros, para aumentar o engajamento e motivação do jogador e assim permitir o seu aprendizado.…”

Section: Introductionunclassified

Dominó Monetário: Um Jogo de Educação Financeira

Neto

Boldrin

Oliveira

et al. 2022

Anais Estendidos Do XXI Simpósio Brasileiro De Jogos E Entretenimento Digital (SBGames Estendido 2022)

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Este trabalho apresenta um jogo educacional para auxiliar no ensino da educação financeira contemplando o conteúdo sobre identificação de cédulas e moedas do Sistema Monetário Brasileiro. O jogo, denominado de Dominó Monetário, é fundamentado na ideia do Dominó tradicional e foi desenvolvido para plataforma web. Possui dois níveis de dificuldades (fácil e difícil) em que o jogador é desafiado a jogar contra o computador, que é um agente implementado com os algoritmos de busca heurística. Como o jogo aborda o valor monetário nas peças de dominós, foi adicionado o item poupança par a guardar esse valor. Assim, quando termina o jogo, o valor monetário da poupança é adicionado da poupança do vencedor e debitado da poupança do jogador que perdeu a jogada.

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Gamification Strategies: A Characterization Using Formal Argumentation Theory

Guerrero

Kalmi

2022

SN COMPUT. SCI.

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Gamified software applications are omnipresent in everyday life. The idea of using game design elements in non-game contexts to engage and motivate tasks has rapidly gained traction in the human–computer interaction and the psychology fields, but scarcely in the artificial intelligence (AI) research area. In this paper, we propose a software agent perspective of gamification elements to solve two specific problems: (1) a reactive perspective that gamification designers have for those gamified affordances, i.e. the visual cue (output) is only triggered by user interaction, and (2) a lack of formal treatment of gamified software, where strict characterization of software behavior as done in AI, guarantee that the information-based output follows the intended goal of the software. Our contributions presented in this paper are (1) two taxonomies of affordances based on the type of information that every element communicates, and the type of agency that is capable; (2) a framework to formalize the decision-making process for gamified software agents; and (3) a characterization of gamified stories using formal argumentation theory dialogues. We exemplify our contributions with two gamified platforms in the healthcare and financial literacy fields.

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Evolution of Serious Games to Support Lifelong Learning and Decision Making: Design and Implementation of a Financial Literacy Game

Cited by 4 publications

References 22 publications

Digital Escape Games in Educational Programs for Financial Literacy

Digital Escape Games in Educational Programs for Financial Literacy

Dominó Monetário: Um Jogo de Educação Financeira

Gamification Strategies: A Characterization Using Formal Argumentation Theory

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