The Gaming Element Design of an Innovative Financial Learning Tool for Young Adult Learners

Empirical research methods were used to study the motivation factors that may persuade young adults in Thailand to learn finance. We aim to clarify the stimulus factors to acquire financial knowledge and stimulus factors to change financial behavior and demonstrate their importance to incorporate in the game design by integrating psychological theory and empirical findings from the survey of 135 students of Provincial Electricity Authority Electric Vocational School (PEAEVS) aged between 16-19 years old during April 2020. All responses were analyzed through factor analysis and regression analysis methods. The empirical study found seven factors that motivate and effectively facilitate financial education of these young adult learners: (1) awareness for the need of financial skills; (2) awareness for financial planning; (3) future uncertainty; (4) financial satisfaction; (5) communities support; (6) income satisfaction; and (7) keeping track of expenses and budgeting. Regression analysis concluded that the need for competency and income satisfaction are highly related to willingness to study financial skills and change financial behavior. The result will be integrated into a framework for further develop innovative financial learning tools. [For the full proceedings, see ED626375.]