Enhancing Learners’ Financial Literacy Through Game-Based Learning: Pilot Testing at Two Primary Schools in Perak

Wei Chooi Yi, Kuah Yoke Chin (), Chia Mei Si and Liew Feng Mei
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Wei Chooi Yi: Universiti Tunku Abdul Rahman
Kuah Yoke Chin: Universiti Tunku Abdul Rahman
Chia Mei Si: Universiti Tunku Abdul Rahman
Liew Feng Mei: Universiti Tunku Abdul Rahman

A chapter in Proceedings of the 12th International Conference on Business, Accounting, Finance and Economics (BAFE 2024), 2025, pp 505-513 from Springer

Abstract: Abstract This study aims to enhance primary school learners on the financial literacy through game-based learning and assess their efficacy of saving and spending in daily life. The participants were 77 learners from two selected primary schools in Perak, 42 from school A and 35 from school B, respectively. This study employed game-based learning integration through exploring Malaysian Ringgit notes, categorizing the needs and wants items, exploring various shopping catalogues, playing modified version of cash flow game, comparing the price between three stores, and carrying out quizzes related to payment cards, saving and spending. Data was gathered through assessments at each game station, question and answer sessions, observations, and interviews with the learners before and after the games. Upon four workshops with game-based learning integration conducted within ten months, the findings revealed that learners can differentiate between the needs and wants items. In addition, more than 95 percent of them know that each item has its own value and unable to be exchanged easily using other items, as well as able to compare the quantity with the item’s value to ensure the items is value for money. In conclusion, feedback from the school was positive implying that game-based learning intervention is able to enhance learners with knowledge on financial literacy.

Keywords: Financial Literary; Game-based Learning; Cash Flow Board Game; Credit Card; Debit Card (search for similar items in EconPapers)
Date: 2025
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DOI: 10.2991/978-94-6463-666-6_30

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