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Game-based Learning Across the DisciplinesGame Design in Financial Literacy: Exploring Design Patterns for a Collaborative and Inclusive Serious Game from Different Perspectives

Game-based Learning Across the Disciplines: Game Design in Financial Literacy: Exploring Design... [The perspectives of teaching practitioners in the field of basic education/literacy and the perspective of theory-driven game-based learning are examined, and it is shown how collaborative problem-solving can be fostered and assessed in a serious game for financial literacy. Game-based learning has the potential for an inclusive learner target group. At the same time, the design process of a specific serious game is based on the instructional approach of anchored instruction on the one hand and constructivist learning theories on the other hand. The design principles from practitioners were identified through document analysis, and the designed serious game has been structured along game-based learning design elements. To foster the cognitive and social component of collaborative problem-solving, a twenty-first-century skill, these streams were linked. Therefore, the contribution suggests a trialogue with nonplaying characters to foster and assess collaborative problem-solving. The presented serious game is innovative as it was developed along the design-based research approach, where scientists and practitioners collaborate. Further research needs to be done regarding the implementation of the modified serious game in basic education/literacy courses.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Game-based Learning Across the DisciplinesGame Design in Financial Literacy: Exploring Design Patterns for a Collaborative and Inclusive Serious Game from Different Perspectives

Part of the Advances in Game-Based Learning Book Series
Editors: Aprea, Carmela; Ifenthaler, Dirk
Paeßens, Jessica; Winther, Esther
Game-based Learning Across the Disciplines — Aug 3, 2021
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References (64)

Publisher
Springer International Publishing
Copyright
© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2021
ISBN
978-3-030-75141-8
Pages
43 –59
DOI
10.1007/978-3-030-75142-5_3
Publisher site
See Chapter on Publisher Site

Abstract

[The perspectives of teaching practitioners in the field of basic education/literacy and the perspective of theory-driven game-based learning are examined, and it is shown how collaborative problem-solving can be fostered and assessed in a serious game for financial literacy. Game-based learning has the potential for an inclusive learner target group. At the same time, the design process of a specific serious game is based on the instructional approach of anchored instruction on the one hand and constructivist learning theories on the other hand. The design principles from practitioners were identified through document analysis, and the designed serious game has been structured along game-based learning design elements. To foster the cognitive and social component of collaborative problem-solving, a twenty-first-century skill, these streams were linked. Therefore, the contribution suggests a trialogue with nonplaying characters to foster and assess collaborative problem-solving. The presented serious game is innovative as it was developed along the design-based research approach, where scientists and practitioners collaborate. Further research needs to be done regarding the implementation of the modified serious game in basic education/literacy courses.]

Published: Aug 3, 2021

Keywords: Financial literacy; Inclusion; Game design; Collaborative problem-solving; Serious game; Design-based research

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