According to a 2008 Pew survey, 97% of kids play videogames. And by the age of 21, the average person has spent more than 10,000 hours playing videogames! Surprisingly, these games are often social, requiring both collaboration and competition to win. What does all this mean? It means that the next generation of learners/workers are virtuoso videogamers. They have grown up playing videogames and have never lived in a world without computers, cell phones and digital media. This generation needs another way to learn! The solution? Play To Teach!
In this presentation you will see how the Council for Economic Education is using games and cooperative team play to teach middle and high school students about economics and personal finance
4.18.24 Movement Legacies, Reflection, and Review.pptx
Using Games and Cooperative Team Play to Teach Economics and Personal Finance
1. Using Games and
Cooperative Team
Play to Teach
Economics and
Personal Finance
Jack McGrath
President and Creative Director
Digitec Interactive
Christopher Caltabiano
Vice President for Program Administration
Council for Economic Education
November 4, 2010
2. Need For Experiential Learning
97% of kids play video games¹
¹The Pew Research Center's Internet & American Life Project, 2008
Why are games so popular?
Male teens spend nearly 2 hours per day playing video
games²
²Jack Myers Media Business Report, 2007
3. Session Objectives
1) Establish the need for financial education
2) Introduce Gen i Revolution
3) Review game features & benefits for education
4) Discuss game design & development process
5) Reveal research study findings
5. Need For Financial Education
Teens spend $205 billion per year in the U.S.¹
That is more than Mexico’s yearly exports!
Young people spend 98% of money they receive.²
Teens are offered an average of 8 credit cards during
their first week ok college.³
Most continue to carry three of them throughout college.
¹Adotas Advertising, 2008
²Family and Consumer Sciences Research Journal, 2010
³Jump$tart Coalition for Personal Financial Literacy, Annual Summary, 2009
7. Design & Development Process
1) Focus groups
2) Game Design Document
3) Integration with curriculum
5) Full scale development process
6) Pilot test and creation of supporting resources
4) Game design document
8. What We Did:
Pre- and post-test design, with control
group
35-question test about personal finance and
economics
555 High school students from diverse
U.S. states
9. Generally positive and statistically
significant effects on learning
Positive results on both comfort and
attitude about personal finance
Gains made by students that were
exposed to the game exceeded those
in the control group
What We Found:
10. What We Heard:
Kids like to compete against each other
Teachers like the flexibility
Gen i is cool
It takes a bit of getting used to at first
Some of it is hard to manipulate
Some missions too easy, some too hard
11. What We Learned:
Classroom accessibility: firewalls, etc.
Teachers need to take the time to get to
know it
Process: don’t forget about the supporting
materials
Economics and personal finance can be
fun
12. Join The Revolution
www.genirevolution.org
Share Gen i with your school
1) Select “Teacher” and click “Continue”
2) Fill out the information form
3) Check your email
Visit Join the Revolution page.
4) Click the activation link
Hinweis der Redaktion
Using Games and Cooperative Team Play to Teach Economics and Personal Finance Jack McGrath, President and Creative Director, Digitec Interactive Christopher Caltabiano, Vice President for Program Administration, Council for Economic Education
Need For Experiential Learning According to The Pew Research Center’s Internet & American Life project 2008 report, 97% of youth ages 12-17 play some kind of video game. Game playing is universal, with almost all teens playing games and at least 50% play video games everyday. Male teens are said to play for an average of 1 hour and 54 minutes every day according to Jack Myers 2007 Media Business Report. Question to the audience: Why are games so popular? How can we co-op these features into a learning experience within the classroom?
Session Objectives Establish the need for financial education Introduce Gen i Revolution Review game features & benefits for education Discuss game design & development process Reveal research study findings
Need For Financial Education Personal savings reached nearly 0% in recent years.
Need For Financial Education According to Adotas Advetising, teen spending reached $205 billion in the U.S. in 2008. That is more than the entire country of Mexico’s yearly exports, which is only $175 million. When authors of the Family and Consumer Sciences Research Journal set-out to determine what teens do with the money they receive either as income, allowances or gifts they were shocked to learn that young people in America spend 98% of their money. Even more shocking, college students entering their freshman year are offered an average of 8 credit cards within their first week on campus. Most students will hold on to 3 of those cards throughout college, racking up an average of $8,000 in credit card debit before they graduate.
Gen i Revolution Role-Play Game Play Monique’s monologue Quick review of missions: Mission 1 - Building Wealth Over the Long Term Mission 2 - Investing in Human Capital: Job Choice Mission 3 - Investing in Human Capital: Education Mission 4 – Budgeting Mission 5 – Credit Mission 6 - Risk and Return Mission 7 - Alternative Financial Institutions Mission 8 - Stocks Mission 9 – Bonds Mission 10 - Mutual Funds Mission 11 - Researching Companies Mission 12 - Stock Market Fundamentals Mission 13 - Stock Market Crashes Mission 14 - Forecasting the Future Mission 15 - Financial Planning Mention the various assets: (will talk in detail about the game itself last); Public website; Teacher admin page; Managing classes/teams/students Reporting Teacher Guide Teacher guide Mission overview Format and order of mission play Strategies for using game Scoring Using operatives Managing classes/teams Hints from testing Now on to the game. Note the decisions around linear vs. exploratory; simulation vs. not; in-class vs. out of class; aimed with teachers in mind vs. purely a student-direct delivery Show specific features within the game. Role play strategy and lack of proscribed mission order Episodic – show mission map Behavioral change – discuss “mission profile” Completing/tailoring missions – show a sample mission with steps 4-11 – access to tutorials/resources
Design & Development Process Focus groups Identification on project team (Digitec, subject matter experts) Integration with curriculum Game Design Document Prototype Full scale development process testing and user feedback every step of the way Pilot testing Creation of supporting resources, including Teacher’s Guide, informed by the pilot test
What We Did: Looked for changes in knowledge, comfort and attitudes about basic personal finance Teachers agreed to have both a test group and a control group, with the make-up of those two classes as close as possible. Students had to play at least ten missions.
What We Found: Expectation was that students in both groups would improve pre-test to post-test since our subjects were all taking econ or personal finance classes; those exposed to the game had measurably better results in knowledge, comfort and attitude
What We Heard: Kids like to compete against each other Teachers like the flexibility It takes some time to get a grasp of Gen i is cool It takes a bit of getting used to at first Some of it is hard to manipulate Some missions too easy, some too hard
What We Learned: Classroom accessibility: firewalls, etc. Teachers need to treat it like any other resources, they need to get to know it themselves before taking t into the classroom Process: don’t forget about the supporting materials Economics and personal finance can be fun
Join The Revolution: Visit Join the Revolution page. Select “Teacher” and click “Continue” Fill out the information form Check your email Click the activation link