Mark Shufflebottom & Claire Chambers financial exclusion is deemed to constitute both the total lack of participation in the financial market place and the lack of one or more of any necessary financial products such as: a current account, a savings account, house insurance, and short-term credit. 7% (1.5m) of people in the United Kingdom are financially excluded. 20% are on the margin (4.4m) of being financially excluded (Kempson & Whyley, 1998) Ed Balls, (the then Education Secretary) that financial education must be included in the National Curriculum. ‘financial phobia’ (Burchell, 2003) circumstances low financial literacy research hypothesis - increase financial education you can decrease financial exclusion Funded by Vodafone UK Stage1 - Focus Groups
Find out what students know about personal finance & how they enjoy learning Stage 2 - Design
Design and production phase of the game Stage 3 - Test
Students feedback To provide students with a greater knowledge, understanding and application of personal finance, in particular; Banking - Saving - Investments To provide students with the necessary capabilities to plan financially for the future; To ensure effective financial decision making is present among secondary school pupils To limit the likelihood of financial exclusion and financial difficulties in adult life. Result of first Focus Group - students suggested games Girls became more interested in discussing games when the topic ‘mobile games’ was introduced Target age range of 13 to 15 years of age - phone is personal M-learning depicts a new era in interactive media and education, encompassing e-learning into the personalization of the mobile handset device. (Motiwalla, 2005) Computer labs do not aid education of other subjects - but personal devices in more natural environments do (Klopfer, 2008) First steps to financial independence Learning in a controlled environment (Lynch 1960, Douglas & Haragon, 2001) Allows real life simulations (Schollmeyer, 2006) Learning a new subject matter through game play has been described as ‘preparation for future learning’ (Bransford and Schwartz 1999), that prepares the player to learn new content as it is delivered through the game. Initial conclusions - confirmed as all schools were visited 10 students, 10 schools, aged 13-15 years, 2 groups in each school 90% played hand-held games Played whilst “on the bus” or “waiting for something” learning via a game was mostly positive barring one or two exceptions Exercise How would you engage students into collaborating? Problem - phone memory became full just getting basic game to play, how could we engage students into working together? Solution - get students to play with a friend - verbalize the decisions. How would you pitch the game at the right level? Engage the students in designing the game (Stage Two) If we can understand our audience’s affective experiences in …playing interactive games, we can begin to determine the types of stories, tools, and even interfaces that lend pleasure to the act of reading and interacting with hypertext and hypermedia. (Douglas & Hargdon 2001) How do you measure success and create a game for an area that has no absolutes? Students set own goals If we can understand our audience’s affective experiences in …playing interactive games, we can begin to determine the types of stories, tools, and even interfaces that lend pleasure to the act of reading and interacting with hypertext and hypermedia. (Douglas & Hargdon 2001) How do you measure success and create a game for an area that has no absolutes? Students set own goals ‘Games that let players find end states that are personally and socially meaningful are both more engaging and better for learning about things that matter in the world.’ (Williamson & Schaffer, 2006) Decision Making
Product choice, Life stages, Affordability and Budgeting. It is recognised that games engage students with higher-order thinking skills, such as remembering details, inquiry through investigation and exploration (Klopfer 2009; Becker 2008; Prensky 2001; Gee 2003). If we can understand our audience’s affective experiences in …playing interactive games, we can begin to determine the types of stories, tools, and even interfaces that lend pleasure to the act of reading and interacting with hypertext and hypermedia. (Douglas & Hargdon 2001) How do you measure success and create a game for an area that has no absolutes? Students set own goals ‘Games that let players find end states that are personally and socially meaningful are both more engaging and better for learning about things that matter in the world.’ (Williamson & Schaffer, 2006) Decision Making
Product choice, Life stages, Affordability and Budgeting. It is recognised that games engage students with higher-order thinking skills, such as remembering details, inquiry through investigation and exploration (Klopfer 2009; Becker 2008; Prensky 2001; Gee 2003). Double-click to edit Game group v Test group ‘The time before, between, or after game play is ripe with metagame activities such as reflecting on strategy, discussing in groups what happened previously during game play, sharing stories and lessons learned... These activities are part of the serious game experience’ (Raybourn, 2007) ‘The time before, between, or after game play is ripe with metagame activities such as reflecting on strategy, discussing in groups what happened previously during game play, sharing stories and lessons learned... These activities are part of the serious game experience’ (Raybourn, 2007) “If only I could always see what they were doing in their homework.” Ability to send feedback to students via headline was important No single authoring tool can publish to every mobile phone - future research could try to develop a framework for leading phones. Could lead to - digital version of “Dog ate my homework” Game had novelty factor Initially indicated subject matter did not appeal to them students informed the researchers that the best way they learned was through active participation The students like to have control over their learning and pace of learning (Gee, 2008, p44) Student participation into setting the rules is an important part of play as seen in children’s role play games, whereby participants act according to a behavior (Williamson Schaffer, 2006, p23). Girls more interested in mobile games than console/pc games The students like to have control over their learning and pace of learning, whilst maintaining competition against their peers. The students enjoyed the experience and expressed enjoyment at learning via a mobile phone game Students wanted the game to be more ‘interactive’ with characters and animation. Staff felt empowered to track students with the desktop software that displayed the results of the daily activities and to send encouragement via a headline to the newspaper in the game.

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