Development of a Card Game for Enhancing Student Teachers’ Digital Financial Literacy: Application of UX Research

Abstract

Enhancing digital financial literacy among student teachers is a vital goal, addressed in this research through two main objectives: 1) exploring student teachers' experiences with digital finance and card games; and 2) developing a card game based on design principles aimed at improving their digital financial literacy. The study was conducted in two phases. Initially, data on student teachers' interactions with digital finance and card games were gathered and analyzed through interviews, using content analysis. This analysis informs the creation of initial game prototypes and design principles. The second phase then shifted the focus to the development and pilot testing of a card game. This phase involved further data collection via interviews and observations, with the aim of refining the game and its educational principles through content and sequential pattern analysis. The research findings are twofold. Firstly, the emotional and cognitive responses of student teachers to digital finance and card games are crucial; they appreciate the benefits of digital transactions but are also aware of risks, like system failures and security breaches. Card games are perceived as effective for enhancing understanding, though their complexity can be a barrier. Secondly, the most effective card game models highlight savings, investment, and risk management strategies. Core design principles for these educational games include the integration of digital financial literacy concepts, a progression from simple to complex topics, and the embedding of micro-goals to facilitate learning. This study thus offers valuable insights into designing educational tools that effectively enhance digital financial literacy in student teachers.