1. ZHAW digitalcollection
  2. School of Management and Law
  3. Publikationen
  4. Publikationen School of Management and Law
Full metadata record
DC FieldValueLanguage
dc.contributor.authorPlatz, Liane-
dc.contributor.authorJüttler, Michael-
dc.date.accessioned2023-08-04T08:50:20Z-
dc.date.available2023-08-04T08:50:20Z-
dc.date.issued2022-
dc.identifier.issn1357-4019de_CH
dc.identifier.issn2047-1734de_CH
dc.identifier.urihttps://digitalcollection.zhaw.ch/handle/11475/28385-
dc.description.abstractThe 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.de_CH
dc.language.isoende_CH
dc.publisherSagede_CH
dc.relation.ispartofCitizenship, Social and Economics Educationde_CH
dc.rightsLicence according to publishing contractde_CH
dc.subjectGamificationde_CH
dc.subjectGame-based learningde_CH
dc.subjectWirtschaftde_CH
dc.subjectDidaktikde_CH
dc.subjectPädagogikde_CH
dc.subjectFinancial literacyde_CH
dc.subjectInterest developmentde_CH
dc.subjectIndividual prerequisitesde_CH
dc.subject.ddc332: Finanzwirtschaftde_CH
dc.subject.ddc378: Hochschulbildungde_CH
dc.titleGame-based learning as a gateway for promoting financial literacy : how games in economics influence students’ financial interestde_CH
dc.typeBeitrag in wissenschaftlicher Zeitschriftde_CH
dcterms.typeTextde_CH
zhaw.departementSchool of Management and Lawde_CH
zhaw.organisationalunitZentrum für Innovative Didaktik (ZID)de_CH
dc.identifier.doi10.1177/14788047221135343de_CH
zhaw.funding.euNode_CH
zhaw.issue3de_CH
zhaw.originated.zhawNode_CH
zhaw.pages.end208de_CH
zhaw.pages.start185de_CH
zhaw.publication.statuspublishedVersionde_CH
zhaw.volume21de_CH
zhaw.publication.reviewPeer review (Publikation)de_CH
zhaw.author.additionalNode_CH
zhaw.display.portraitYesde_CH
Appears in collections:Publikationen School of Management and Law

Files in This Item:
There are no files associated with this item.
Show simple item record
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.


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.