This thesis investigates the effect of financial education on financial literacy in a small sample of high-school students in Civitanova Marche, Italy. Students in the treated class were taught a game-based course in economics and finance and interviewed before and after the course, while Control ones were only interviewed. The principal result is that the difference-in-difference estimate suggests that the game-based course has enhanced financial literacy of the treated class. Boys began with a higher level and ended up with the most relevant gain. Treated students also discovered and appreciated a new way of learning through competition and through the regular use of easily available technology.
Questa tesi indaga l'effetto dell'educazione finanziaria sull'alfabetizzazione finanziaria in un piccolo campione di studenti delle scuole superiori a Civitanova Marche, Italia. Agli studenti della classe trattata è stato tenuto un corso di economia e finanza basato sul gioco e intervistati prima e dopo il corso, mentre quelli di controllo sono stati solo intervistati. Il risultato principale è che la stima della differenza nelle differenze suggerisce che il corso basato sul gioco ha migliorato l'alfabetizzazione finanziaria della classe trattata. I ragazzi hanno iniziato con un livello più alto e hanno finito con il cambiamento più rilevante. Gli studenti trattati hanno anche scoperto e apprezzato un nuovo modo di apprendere attraverso la competizione e l'uso regolare di tecnologie facilmente utilizzabili.
"B come Bill". Educazione finanziaria ed efficacia della gamification nelle scuole superiori: evidenze da una ricerca quasi-sperimentale
ACQUAROLI, LEONARDO
2021/2022
Abstract
This thesis investigates the effect of financial education on financial literacy in a small sample of high-school students in Civitanova Marche, Italy. Students in the treated class were taught a game-based course in economics and finance and interviewed before and after the course, while Control ones were only interviewed. The principal result is that the difference-in-difference estimate suggests that the game-based course has enhanced financial literacy of the treated class. Boys began with a higher level and ended up with the most relevant gain. Treated students also discovered and appreciated a new way of learning through competition and through the regular use of easily available technology.File | Dimensione | Formato | |
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B come Bill - Financial education and effectiveness of gamification in high-schools. Evidence from a quasi-experimental research.pdf
Open Access dal 24/01/2024
Descrizione: This thesis investigates the effect of financial education on financial literacy in a small sample of high-school students in Civitanova Marche, Italy. Students in the treated class were taught a game-based course in economics and finance and interviewed
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https://hdl.handle.net/20.500.12075/9764