Game-Based Learning in Economics Education at Upper Secondary Level: The Impact of Game Mechanics and Reflection on Students’ Financial Literacy

Platz, Liane; Jüttler, Michael; Schumann, Stephan

doi:10.1007/978-3-030-75142-5_2

Cited by 5 publications

(3 citation statements)

References 52 publications

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“…From the preceding discussion and analysis of results, these essential conclusions are drawn: Platz, Juttler & Schumann [13] explained the used of game-based learning (GBL) is gaining importance in and out of schools and linked to high expectations in terms of motivation and learning success. In this case, the localize Game-Based Learning (GBL) developed by the author is highly motivational and there is a learning gained by the respondents particularly the pupils involved.…”

Section: Discussionmentioning

confidence: 99%

Game-Based Learning (GBL) in Teaching Primary Mathematics

Arciosa

2021

AJESS

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Aim: Determine the effectiveness of the Game-Based Learning(GBL) using theSnake-and-Ladder mechanical game boarding in teaching primarymathematics like addition, subtraction, multiplication and division of wholenumbers. Methodology: Descriptive and experimental method. In descriptive method,where the developed mechanical Game-Based Learning, validated by eighty (80) pre-service teachers as major teaching strategy in primary mathematics and tested its’ effectiveness using the pre and post-test design. Results: In validating the mechanical GBL (Game-Based Learning) –A mathematical Snake-and Ladder game boarding in eighty (80) pre-service teachers for their practicum-classroom demonstration, manifested agreeable perceptions (x =4.30) terms of technical quality, content quality and instructional quality. Using the mechanical GBL as major instructional aids in teaching basicmathematics got a very satisfactory (x = 3.50) respondents’ responses in theactual classroom demonstration. Recommendation: Mobile Apps of GBL(Game-Based Learning) development.

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Section: Discussionmentioning

confidence: 99%

Game-Based Learning (GBL) in Teaching Primary Mathematics

Arciosa

2021

AJESS

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“…One game can be played by 4–5 students.To achieve an individual chosen game goal called “life dream” (e.g., a successful influencer or sports career, the implementation of an environmental protection project), players must make financial decisions under changing economic conditions. These decisions include purchasing insurance, taking out loans, investments and budgeting (for further details, see Platz et al, 2021). When making financial decisions, players must also prioritize them in consideration of other resources to reach their game goal, such as time, education, and family.…”

Section: Methodsmentioning

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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“…Flipped classroom settings (Mohamed and Lamia, 2018;Zainuddin et al, 2019;Strelan et al, 2020) and blended learning approaches (Dziuban et al, 2018;Hrastinski, 2019) are examples for teaching methods which combine digital and non-digital means. Both tools and methods can be used to present new forms of media, such as educational videos (Bateman and Schmidt-Borcherding, 2018;Carmichael et al, 2018), games (Hawlitschek and Joeckel, 2017;Lamb et al, 2018;Platz et al, 2021), apps (Cherner et al, 2014), and podcasts (O'Callaghan et al, 2017;König, 2021). Vocational schools can meet the challenge of a changing world through the consequent implementation of digitalization into school development processes, such as digital tools for the school's administration, modern technological infrastructure, or different teaching methods in conjunction with ongoing teacher education.…”

Section: Introductionmentioning

confidence: 99%

Digital Distance Learning and the Transformation of Vocational Schools From a Qualitative Perspective

Delcker

2022

Front. Educ.

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Digital distance learning has become one of the main modes of education at vocational schools during the COVID-19 pandemic. A large-scale survey with almost 4,000 stakeholders from 15 vocational schools in Germany was conducted to analyze the current state of digital distance learning, with the goal to identify the challenges teachers, students, school leaders, parents, and training companies face when digital distance learning processes are implemented. A total of N = 1,493 qualitative statements have been analyzed as part of the survey. The results of the deductive structuring content analysis suggest the influence of digital distance learning on eight categories within school development, namely teaching, feedback, organization, collaboration, personal resources, technical infrastructure, perceived learner success, and professionalization. The identification of challenges within these categories can help school leaders at vocational schools and policy makers to transform the experiences during the ad hoc implementation of digital distance practices into sustainable school development processes. The research work also proposes a transformation of existing theoretical frameworks of school development in the light of digitalization.

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Game-Based Learning in Economics Education at Upper Secondary Level: The Impact of Game Mechanics and Reflection on Students’ Financial Literacy

Cited by 5 publications

References 52 publications

Game-Based Learning (GBL) in Teaching Primary Mathematics

Game-Based Learning (GBL) in Teaching Primary Mathematics

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

Digital Distance Learning and the Transformation of Vocational Schools From a Qualitative Perspective

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