A Constructionist Approach to Teaching Financial Literacy

• In Event: Design Research: Using Data Analytics to Advance Design Knowledge

Abstract

This paper explores the use of innovative teaching methods (game design and case study design) based on constructionist principles and their effectiveness in teaching financial literacy. The first study addresses the effectiveness of using game design to teach financial literacy, while the second study explores whether learning gains observed in the first study are due to the specific use of game design or just the process of creating any meaningful artifact (constructionism). Results show significant learning gains that are 75% larger for game design when compared to didactic teaching and provides support for the hypothesis that it is the process of creating a meaningful artifact (constructionism) rather than the specific affordances of game design that leads to learning gains.

Authors

• J.D Jayaraman, New Jersey City University

• John B. Black, Teachers College, Columbia University