Recent study points out the effective­ness of Me & MyGlobe

9th of January

According to the study of the University of Vaasa, a gamified learning environment targeted at ninth-graders enhances youth economic knowledge significantly.

The study, financed by the Academy of Finland, was executed during the school year 2017–2018. The study examined three different gamified learning programs and their effects on learning. According to the research, Me & MyGlobe -learning module which is coordinated by Economic Information Office TAT, increased the knowledge of ninth-graders concerning economic issues significantly compared to the control group.   

“The results show that gamified and active teaching methods serve well in financial education. Activation through doing boosts learning and helps assimilating new things”, comments Panu Kalmi, Professor of the University of Vaasa, who led the research project.

According to Kalmi, it seems that interest towards economic issues increases as well in a gamified environment.

The research is a follow-up to for Kalmi’s study conducted in 2015 which showed that Me & MyCity targeted at sixth-graders enhances economical know-how significantly.

 

Gamification strongly supports other financial education

According to Kalmi’s study results it is important to combine games together with other teaching. Me & MyGlobe is a learning module that consists of learning material taught at school and a Me & MyCity -visit – a digital game and physical learning environment.

The recent study identified a lot of positive experiences about gamification for both students and teachers. Gaming brings variation to teaching and motivates students. It also deepens understanding about the issues addressed and makes concepts more familiar to the students in a fun way. Financial education is an extensive entity that gamification complements well.

 

Digital game and physical learning environment encourage interaction

The Me & MyGlobe digital game and physical learning environment lead ninth-graders to continuous mutual interaction. Pupils practice different kinds of interaction situations, e.g when negotiating a bank loan and in sales situations with customers. In addition, success in the game requires continuous dialogue with your own team. The digital game and authentic encounters complement each other perfectly, which is seen along with the study from yearly feedback collected from students and teachers.

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