AN ANALYSIS OF ONLINE SIMULATION GAMES AS A TOOL FOR LEARNING AND ENGAGEMENT IN FINANCIAL LITERACY CURRICULUM

TABLE OF CONTENTS
ACKNOWLEDGEMENTS
ii
LIST OF
TABLES
vi
LIST OF FIGURES
vii
CHAPTER I: THE PROBLEM AND ITS SETTING
1
Background
1
Purpose
3
Research Questions
4
Need for the Study
4
Definition
s
5
Summary
7
CHAPTER II: REVIEW OF RELATED LITERATURE
8
Games and Video Games in Education
8
Educational Video Game Design
10
Significance of 21
st
Century Skills and Business Education
13
Trends in Financial Literacy Education
16
Summary
19
CHAPTER III: M
ETHOD
20
Research Methods
20
Documents Us
ed in the Study
22
iv
Resources
22
Participants
22
Data Collection
23
Data
Analysis
26
Summary
28
CHAPTER IV: FINDINGS
29
Data Categorization
29
Data Discussion
54
Summary
55
CHAPTER V: DISCUSSION
56
Using Video Games in Education for Engagement
56
Designing Educational Video Games for Learning
63
Fostering Real World Application and 21
st
Century Skills
77
Developing Financial Literacy
85
Summary
89
CHAPTER VI:
SUMMARY, CONCLUSIONS, RECOMMENDATIONS, AND
REFLECTION
91
Summary
91
Conclusions
92
Recommendations
94
List of tables
List of Figures.
Page 15. Voluntary participation.
16) Competition and challenge motivate students.
18 of 140)
19) engaging, apply to real life. What are games for?
20) success and failure
RISK , waste time, plastic, money
Problem solving.
Life and Career Skills, Cross-Cultural Problem solving.
page 25 of 140
One of the most noted experts in qualitative case studies Merriam
(1997) notes that research must focus on a specific instance in order to qualify as a case
study.
Merriam (1997) explains further “a
n instance could be an individual child, a
specific p
rogram, or a school
” (
Chapter 2, “Case Study Defined,” para. 4).
Because the
participants in this study include
d
only one group of students implementing a specific
video game simulation, the study
was
conducted as a qualitative case study.
Page 28 of 140
Page 29 Case Studies and Teacher interviews.
30)22 documents used in the study
32) assign a mission NOT the concepts.
35 ( 21st century skills http://www.scasd.org/Page/19127
38) Data categorization, quizzes.
48)
55) 47
5.
Which of the
following do you think
was the most
important for your
engagement
?
•
Goals (gives the
player a sense of
purpose
•
Rules (fosters
strategic thinking)
•
Feedback system
(provides promise
and motivation)
•
Voluntary
participation (safe
and pleasurable
experience
56) 64) chapter 5 discussion, engagement

71) 73) feedback system 88) enhance critical thinking 92) voluntary participation
99) Chapter VI: Summary, Conclusions Recommendations,
Reflections. Conclusions: Quantitative data and Qualitative data. 102) Recommendations. 104)(table) rubric 105) content literacy , core subjects. 106) students provide valuable input. 107) administrators must provide funding. 109) The New Jersey 21st Century Life and Career Standard 9.2 states “all students
will develop skills and strategies that promote personal and financial responsibility
related to financial planning, savings, investment, and charitable giving in the global
econ
omy” (NJ Department of Education, 2009)
.
This relates to Technology Facilitation
Standard III regarding teaching, learning, and the curriculum
.
The simulation addresse
106) Bibliography