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Abstract
Supporting lifelong financial education through games for youth requires intricate design consideration of immersion, persuasion, personalization, and evolution. This is important as it ensures the knowledge and skills learnt from the games can be applied in the long term. Furthermore, it serves as a foundation to enable learning, and to learn how to learn. Studying this phenomenon may require calibrated design science methodologies to appropriately address those challenges. Traditionally, a design science approach focuses on creating research artefacts limited to specific timeframes and socio-technological interactions. However, when a design study targets on the orientation of lifelong learning, extant research on design methodologies seem incompatible. This paper proposes methodological contributions that are philosophically oriented in design and are also compatible with lifelong learning.
Recommended Citation
Rasco, Aldrich; Chan, Johnny; Peko, Gabrielle; and Sundaram, David, "Serious Financial Games for Youth: An Evolutionary Action Design Science Approach" (2020). AMCIS 2020 Proceedings. 27.
https://aisel.aisnet.org/amcis2020/is_education/is_education/27
Serious Financial Games for Youth: An Evolutionary Action Design Science Approach
Supporting lifelong financial education through games for youth requires intricate design consideration of immersion, persuasion, personalization, and evolution. This is important as it ensures the knowledge and skills learnt from the games can be applied in the long term. Furthermore, it serves as a foundation to enable learning, and to learn how to learn. Studying this phenomenon may require calibrated design science methodologies to appropriately address those challenges. Traditionally, a design science approach focuses on creating research artefacts limited to specific timeframes and socio-technological interactions. However, when a design study targets on the orientation of lifelong learning, extant research on design methodologies seem incompatible. This paper proposes methodological contributions that are philosophically oriented in design and are also compatible with lifelong learning.
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