Financial Literacy Games—Increasing Utility Value by Instructional Design in Upper Secondary Education
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| Xuất bản năm: | Education Sciences vol. 15, no. 2 (2025), p. 227 |
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| Tác giả chính: | |
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MDPI AG
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| Những chủ đề: | |
| Truy cập trực tuyến: | Citation/Abstract Full Text + Graphics Full Text - PDF |
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| 024 | 7 | |a 10.3390/educsci15020227 |2 doi | |
| 035 | |a 3170873896 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 231457 |2 nlm | ||
| 100 | 1 | |a Platz, Liane |u Department of Economics, Binational School of Education, Universität Konstanz, 78464 Konstanz, Germany | |
| 245 | 1 | |a Financial Literacy Games—Increasing Utility Value by Instructional Design in Upper Secondary Education | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a Empirical findings show that students often have insufficient financial literacy, even though they increasingly make independent financial decisions. Financial education at school can provide a foundation for a lifelong proactive approach to financial matters with increasing utility value and financial interest. This includes the simulation of future financial decisions with serious games. Despite a wide range of serious games to promote financial literacy, there is a lack of empirical research on the instructional design of such games. This includes the instructional design of game mechanics as action-guiding and reflection prompts for debriefing. In a quasi-experimental intervention study with a 2 × 2 research design, upper secondary students were assigned to four groups (n = 293). They played the game Moonshot with different combinations of game mechanics and reflection prompts. Based on mixed ANOVA analysis, the combination of strategic game mechanics and direct reflection prompts significantly increased students’ utility value for a financial literacy game, which underlines the importance of the instructional design of game mechanics and reflection prompts in serious games. But only a group-independent time effect was found for financial interest. Theoretical and practical implications are discussed. | |
| 610 | 4 | |a Organization for Economic Cooperation & Development | |
| 653 | |a Students | ||
| 653 | |a Instructional design | ||
| 653 | |a Financial literacy | ||
| 653 | |a Mechanics | ||
| 653 | |a Games | ||
| 653 | |a Young adults | ||
| 653 | |a Motivation | ||
| 653 | |a Decision making | ||
| 653 | |a Learning | ||
| 653 | |a Education | ||
| 653 | |a Secondary school students | ||
| 653 | |a Quasi-experimental methods | ||
| 653 | |a Secondary Education | ||
| 653 | |a Instructional Improvement | ||
| 653 | |a Basic Skills | ||
| 653 | |a Affective Objectives | ||
| 653 | |a Reading Instruction | ||
| 653 | |a Experiential Learning | ||
| 653 | |a Well Being | ||
| 653 | |a Learning Processes | ||
| 653 | |a Meta Analysis | ||
| 653 | |a Home Management | ||
| 653 | |a Simulation | ||
| 653 | |a Literacy Education | ||
| 653 | |a Adults | ||
| 653 | |a Educational Objectives | ||
| 653 | |a Student Motivation | ||
| 653 | |a Instructional Effectiveness | ||
| 653 | |a Adult Literacy | ||
| 653 | |a Outcomes of Education | ||
| 653 | |a Educational Environment | ||
| 653 | |a Game Based Learning | ||
| 653 | |a Educational Games | ||
| 653 | |a Behavioral Objectives | ||
| 700 | 1 | |a Zauner, Marina |u Department of Economics, University of Konstanz, 78464 Konstanz, Germany; <email>marina.zauner@web.de</email> | |
| 773 | 0 | |t Education Sciences |g vol. 15, no. 2 (2025), p. 227 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3170873896/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text + Graphics |u https://www.proquest.com/docview/3170873896/fulltextwithgraphics/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3170873896/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |