FinCraft: Immersive Personalised Persuasive Serious Games for Financial Literacy Among Young Decision-Makers

Aldrich Rasco, Johnny Chan, Gabrielle Peko, David Sundaram
2020 Proceedings of the 53rd Hawaii International Conference on System Sciences   unpublished
FinCraft is an open source gaming platform to enhance financial literacy. Research has shown a growing concern for financial literacy and financial decision-making across several age groups and interventionist programme methods. However, very few focused on the youth demographic specifically. Fewer, considered fun and sustainable means of financial literacy enhancement. In a day and age of instant gratification, people gravitate towards familiar and engaging content. In this paper, we posit
more » ... ting financial literacy enhancement early -during the teenage years of individuals, so secure saving and spending habits can be adopted prior to adult years and responsibility. Through gamification, FinCraft aims to bridge the familiarity and engagement gap that makes financial literacy, an unexplored, significant part of growing up. We propose various conceptual and system artefacts at the intersection of serious games and learning analytics for financial literacy. . Literature review Learning techniques, styles, methods, and systems through the years pave the way for rethinking ways of enhancing financial literacy. Technology, as a key component for vastly accelerating our learning capabilities and capacities have been a contemporary subject in research. Literature unanimously points toward the unparalleled advantages of adapting technology and its implications for us, learners, as well as teachers and the teaching pedagogical system in place [4, 6, 40, 52, 53, 54] . The growth of literacy has been a by-product of the dynamics within this system which encourages contemporary research to conceptualise models of improving literacy through technology. Roblyer's [48] discussion of integrating technology with learning is especially useful for highlighting the intrinsic value of constructivist learning theories and its suitability in applying the technologies we have. This comparison is made in the fundamental discussion between constructivist, who defines learning as constructed knowledge, and
doi:10.24251/hicss.2020.006 fatcat:ah3nshx5avfq3gttbjwqvmhbbe