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The effects of game-based financial education: New survey evidence from lower-secondary school students in Finland

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  • Panu Kalmi
  • Jaana Rahko

Abstract

The authors of this article studied the effects of game-based financial education approaches using a sample of lower-secondary school students in Finland. The sample consisted of 640 students from 42 schools in different areas of the country. The authors focused on three different game-based interventions using a pre- and post-intervention survey design. They compared the effects of the interventions (and their combinations) to a control group that received only traditional teaching. They found robust effects with respect to knowledge gained from game-based approaches. However, the effects on self-reported financial behaviors were weak.

Suggested Citation

  • Panu Kalmi & Jaana Rahko, 2022. "The effects of game-based financial education: New survey evidence from lower-secondary school students in Finland," The Journal of Economic Education, Taylor & Francis Journals, vol. 53(2), pages 109-125, March.
    • Handle: RePEc:taf:jeduce:v:53:y:2022:i:2:p:109-125
    DOI: 10.1080/00220485.2022.2038320
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    Cited by:

    1. Oberrauch, Luis & Kaiser, Tim, 2024. "Digital Interventions to Increase Financial Knowledge: Evidence from a Pilot RCT," IZA Discussion Papers 16811, Institute of Labor Economics (IZA).
    2. Luis Oberrauch & Tim Kaiser, 2024. "Financial Education or Incentivizing Learning-by-Doing? Evidence from an RCT with Undergraduate Students," CESifo Working Paper Series 11187, CESifo.

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