| Publication type: | Article in scientific journal |
| Type of review: | Peer review (publication) |
| Title: | Game-based learning as a gateway for promoting financial literacy : how games in economics influence students’ financial interest |
| Authors: | Platz, Liane Jüttler, Michael |
| et. al: | No |
| DOI: | 10.1177/14788047221135343 |
| Published in: | Citizenship, Social and Economics Education |
| Volume(Issue): | 21 |
| Issue: | 3 |
| Page(s): | 185 |
| Pages to: | 208 |
| Issue Date: | 2022 |
| Publisher / Ed. Institution: | Sage |
| ISSN: | 1357-4019 2047-1734 |
| Language: | English |
| Subjects: | Gamification; Game-based learning; Wirtschaft; Didaktik; Pädagogik; Financial literacy; Interest development; Individual prerequisites |
| Subject (DDC): | 332: Financial economics 378: Higher education |
| Abstract: | 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. |
| URI: | https://digitalcollection.zhaw.ch/handle/11475/28385 |
| Fulltext version: | Published version |
| License (according to publishing contract): | Licence according to publishing contract |
| Departement: | School of Management and Law |
| Organisational Unit: | Center for Innovative Teaching and Learning (ZID) |
| Appears in collections: | Publikationen School of Management and Law |
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Platz, L., & Jüttler, M. (2022). Game-based learning as a gateway for promoting financial literacy : how games in economics influence students’ financial interest. Citizenship, Social and Economics Education, 21(3), 185–208. https://doi.org/10.1177/14788047221135343
Platz, L. and Jüttler, M. (2022) ‘Game-based learning as a gateway for promoting financial literacy : how games in economics influence students’ financial interest’, Citizenship, Social and Economics Education, 21(3), pp. 185–208. Available at: https://doi.org/10.1177/14788047221135343.
L. Platz and M. Jüttler, “Game-based learning as a gateway for promoting financial literacy : how games in economics influence students’ financial interest,” Citizenship, Social and Economics Education, vol. 21, no. 3, pp. 185–208, 2022, doi: 10.1177/14788047221135343.
PLATZ, Liane und Michael JÜTTLER, 2022. Game-based learning as a gateway for promoting financial literacy : how games in economics influence students’ financial interest. Citizenship, Social and Economics Education. 2022. Bd. 21, Nr. 3, S. 185–208. DOI 10.1177/14788047221135343
Platz, Liane, and Michael Jüttler. 2022. “Game-Based Learning as a Gateway for Promoting Financial Literacy : How Games in Economics Influence Students’ Financial Interest.” Citizenship, Social and Economics Education 21 (3): 185–208. https://doi.org/10.1177/14788047221135343.
Platz, Liane, and Michael Jüttler. “Game-Based Learning as a Gateway for Promoting Financial Literacy : How Games in Economics Influence Students’ Financial Interest.” Citizenship, Social and Economics Education, vol. 21, no. 3, 2022, pp. 185–208, https://doi.org/10.1177/14788047221135343.
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