Game Design in Financial Literacy: Exploring Design Patterns for a Collaborative and Inclusive Serious Game from Different Perspectives

Paeßens, Jessica; Winther, Esther

doi:10.1007/978-3-030-75142-5_3

Cited by 6 publications

(2 citation statements)

References 38 publications

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“…Methodology C explores merging basic education/literacy with theory-driven game-based learning through collaborative problem-solving in a financial literacy serious game [3]. The serious game design is based on anchored instruction and constructivist learning theories, fostering cognitive and social aspects.…”

Section: Related Workmentioning

confidence: 99%

Enhancing Financial Literacy and Decision-Making Through Gamified Learning: An Empirical Investigation of User Engagement, Effectiveness, and Feedback

Wang,

Loh

2023

Software Engineering and Applications

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This paper presents a comprehensive exploration of gamified financial education's impact on decision-making skills and financial literacy [5]. The introduction contextualizes the significance of effective financial decision-making in a complex economy [4]. The methodology outlines the creation of a gamified financial simulation and the design of an external feedback survey [6]. Two experiments were conducted: the first demonstrated improved decision-making skills through active engagement in the simulation, while the second garnered external perspectives on the program's effectiveness, highlighting increased financial awareness and engagement [7]. Results indicated enhanced post-assessment scores and practical application of financial strategies. External feedback emphasized moderate enjoyment and identified areas for improvement, particularly in investment clarity and realism. Collectively, these findings underline the potential of gamified approaches for financial education, suggesting avenues for refinement to optimize user experience and learning outcomes [8].

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Section: Related Workmentioning

confidence: 99%

Enhancing Financial Literacy and Decision-Making Through Gamified Learning: An Empirical Investigation of User Engagement, Effectiveness, and Feedback

Wang,

Loh

2023

Software Engineering and Applications

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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. The possibility to promote financial literacy using games has been extensively investigated (Paeßens & Winther 2021), also highlighting numerous attempts applying games (Richards et al 2015) that try to bridge the financial literacy gap by using games and video games in teenagers and youngsters (Rasco et al 2020).…”

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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Auf dem Weg zu mehr Kollaboration: Kollaboratives Lernen als Ansatz der Lehrkräfteprofessionalisierung in der Grundbildung

Winther

Paeßens

et al. 2021

ZfW

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ZusammenfassungKollaborative Lehrkräfteprofessionalisierung ist eine wichtige Maßnahme, um Lehrkräfte zu befähigen, Herausforderungen der postpandemischen Arbeitsrealität zu bewältigen. Wie dies in der Lehrkräfteprofessionalisierung in der Grundbildung gelingt bzw. gefördert werden kann, ist bislang unzureichend erforscht. Dieser Beitrag nimmt sich dieses Desiderats an und beschreibt explorativ Gelingensbedingungen des kollaborativen Lernens im Rahmen eines Ausschnitts der kollaborativen Lehrkräfteprofessionalisierung. Hierbei wird das kollaborative Lernen entlang einer Lernspielvalidierung für die Finanzielle Grundbildung zum Gegenstand der Weiterbildung gemacht. Es zeigt sich, dass u. a. der Aufbau einer Teamorganisation, die Leitung eines Teams sowie die Aufgabenteilung innerhalb eines Teams relevant für das kollaborative Lernen von Lehrkräften sind und dass die Berufserfahrung die Beziehung zwischen der wahrgenommenen Wirksamkeit des Kollaborationsprozesses und der Entstehung des situationalen Interesses an Kollaboration moderiert.

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Game Design in Financial Literacy: Exploring Design Patterns for a Collaborative and Inclusive Serious Game from Different Perspectives

Cited by 6 publications

References 38 publications

Enhancing Financial Literacy and Decision-Making Through Gamified Learning: An Empirical Investigation of User Engagement, Effectiveness, and Feedback

Enhancing Financial Literacy and Decision-Making Through Gamified Learning: An Empirical Investigation of User Engagement, Effectiveness, and Feedback

Digital Escape Games in Educational Programs for Financial Literacy

Auf dem Weg zu mehr Kollaboration: Kollaboratives Lernen als Ansatz der Lehrkräfteprofessionalisierung in der Grundbildung

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