Marquina Marie Iliev-Piselli

Graduate and Professional Work

Archive for conferences

GLS 7.0 – ETC Press

Bank-It: A Mobile Financial Literacy Game

Marquina M. Iliev-Piselli, Department of Mathematics, Science & Technology

Cameron L. Fadjo, Institute for Learning Technologies; Department of Human Development

Joey J. Lee, Department of Mathematics, Science & Technology

Teachers College, Columbia University, New York, NY 10027 USA

mmi2102@columbia.edu, clf2110@columbia.edu, jl3471@tc.columbia.edu

 

Mobile devices are quickly becoming the predominant platform for entertainment and communication between young adults in the US. While mobile gaming is a prominent activity among 12 to 17 year-olds (as 48% use a cell phone to play games, Lenhart, et al., 2008) and urban minority girls in this age group are likely to play games on these devices (Purcell et al., 2010), girls in this population are most likely to use mobile devices for maintaining social communications (Lenhart et al., 2008).  The app Bank-It is designed to incorporate the social communications aspect of mobile computing that are successful among the target population with game mechanisms (challenges, goals, feedback, and safe play space (Deterding, 2011)) that will make instruction of Financial Literacy an engaging, motivating, and fun experience (Deterding, 2011).

Can an engaging mobile game be used to both teach the fundamental Financial Literacy concept of income & debt management, and change Financial Behavior (Hung et al., 2009) among the teenage demographic (young urban females) who are, according to the PACFL (2008), ‘at risk’ of economic hardship due to inadequate Financial Education? Bank-It, a mobile game for providing informal Financial Literacy instruction to young urban minority girls, is being developed to provide a mobile experience for engaging in and learning about fundamental banking skills.  Specifically, the app is being designed to provide instruction on such critical basic financial topics as judgment and decision-making based on income and expenses and debt literacy (Lusardi & Tufano, 2008).

Using the Conceptual Model of Financial Literacy (see Hung et al., 2009), Bank-It is designed to develop Financial Knowledge through active money management and Financial Skills in a mobile game. Challenges are explicitly stated during interactive sessions and participation is reinforced through goal attainment. In the Financial Literacy literature it is often stated that the goal of financial literacy is to improve Financial Knowledge such that the individual will change her or his Financial Behavior (PACFL, 2008; Hung et al., 2009).  We are currently collecting pilot data on how an ‘off-the-shelf’ finance-related mobile game can be used to inform our design considerations for Bank-It, and quantify Financial Behavioral trends among users.

Citation: Iliev-Piselli, Marquina M., Fadjo, Cameron L. & Lee, Joey J. (2011, July). Bank-It: A Gamified Financial Literacy Mobile App. Poster session presented at the Games, Learning and Society Conference 7.0, Madison, WI.

References­

Deterding, Sebastian (2011). Meaningful Play. Getting «Gamification« Right. Google Tech Talk, January 24, 2011.  Retrieved from: http://www.slideshare.net/dings/meaningful-play-getting-gamification-right on April 4, 2011.

Hung, A.A., Parker, A.M., Yoong, J.K. (2009). Defining and Measuring Financial Literacy: Working Paper. Rand Labor and Population, Rand Corporation.

Lenhart, A., Kahn, J., Middaugh, E., Macgill, A., Evans, C., & Vitak, J. (2008) Teens, Video Games, and Civics. Pew Internet & American Life. http://www.pewinternet.org/Reports/2008/Teens-Video-Games-and-Civics.aspx

Lusardi, A. & Tufano, P. (2008). Debt literacy, financial experiences, and overindebtedness. Dartmouth Working Paper.

President’s Advisory Council on Financial Literacy (PACFL) (2008). 2008 Annual Report to the President. Accessed March 11, 2011 at http://www.treas.gov/offices/domestic-finance/financial-institution/fin-education/council/index.shtml.

Purcell, K., Entner, R., Henderson, N. (2010). The Rise of Apps Culture: 35% of U.S. adults have cell phones with apps, but only 24% of adults actually use them. Pew Internet & American Life Project. http://pewinternet.org/Reports/2010/The-Rise-of-Apps-Culture.aspx

Reeves, B., Read, J.L. (2009). Total engagement: using games and virtual worlds to change the way people work and businesses compete. Harvard Business Press. ISBN 97814221465

Shuler, C. (2007) D is for Digital: An Analysis of the Children’s Interactive Media Environment With a Focus on Mass Marketed Products that Promote Learning, p. 6-31 http://www.joanganzcooneycenter.org

 

http://www.glsconference.org/2011/program/event/155

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Bank-It: A Gamified Financial Literacy Mobile App – Accepted to GLS and TCETC!

Bank-It: A Gamified Financial Literacy Mobile App

Marquina M. Iliev-Piselli (mmi2102@columbia.edu)
Department of Mathematics, Science & Technology
Teachers College, Columbia University
New York, NY 10027 USA

Cameron L. Fadjo (clf2110@columbia.edu)
Institute for Learning Technologies; Department of Human Development
Teachers College, Columbia University
New York, NY 10027 USA

Abstract

Mobile devices are quickly becoming the predominant platform for entertainment and communication between young adults in the US. While mobile gaming is a prominent activity among 12 to 17 year-olds (as 48% use a cell phone to play games, Lenhart, et al., 2008) and urban minority girls in this age group are likely to play games on these devices (Purcell et al., 2010), girls in this population are most likely to use mobile devices for maintaining social communications (Lenhart et al., 2008). The app Bank-It is designed to incorporate the social communications aspect of mobile computing that are successful among the target population with gamified mechanisms (challenges, goals, feedback, and safe play space (Deterding, 2011)) that will make instruction of Financial Literacy an engaging, motivating, and fun experience (Deterding, 2011).

Can an engaging gamified mobile app be used to both teach the fundamental Financial Literacy concept of income & debt management, and change Financial Behavior (Hung et al., 2009) among the teenage demographic (young urban females) who are, according to the PACFL (2008), ‘at risk’ of economic hardship due to inadequate Financial Education? Bank-It, a gamified mobile app for providing informal Financial Literacy instruction to young urban minority girls, is currently being developed to provide a gamified social experience for engaging in and learning about fundamental banking skills. Specifically, the mobile app is being designed to provide instruction on such critical basic financial topics as judgment and decision-making based on income and expenses and debt literacy (Lusardi & Tufano, 2008). Using the Conceptual Model of Financial Literacy (see Hung et al., 2009), Bank-It is being designed to develop Financial Knowledge through active money management and Financial Skills in a gamified social experience. Challenges are explicitly stated during interactive sessions and participation is reinforced through sharing goal attainment. As socialization is a fundamental component of app usage among the target population, we expect the use of explicit feedback and dissemination mechanisms (such as Facebook sharing) to positively impact trends in Financial Behavior. In the Financial Literacy literature it is often stated that the goal of financial literacy is to improve Financial Knowledge such that the individual will change her or his Financial Behavior (PACFL, 2008; Hung et al., 2009). We are currently collecting pilot data on how an ‘off-the-shelf’ gamified app (YummyBurger) solution can be used to inform our design considerations and gamification implementation for Bank-It, and quantify Financial Behavioral trends among users.

In our presentation you will be introduced to the basics of Financial Literacy instruction within the context of mobile gaming and receive a comprehensive introduction to Bank-It, our gamified mobile app for informal Financial Literacy instruction. We will review the landscape of web-based financial tools and calculators aimed at helping young adults handle finances (of which there are many) and put these tools in context of our current app. In addition to the review of Financial Literacy, we will discuss the impact of gamification (both the virtues and pitfalls commonly associated with this topic; e.g., Reeves & Read, 2009; Deterding, 2011) and provide context to our current implementation. In examining the problem of poor perceived and actual financial knowledge among young urban women (Hung et al., 2009), we will also present as part of our discussion the initial results of our pilot study examining the differences between gamified and non-gamified mobile gaming conditions and their effects on measuring Financial Literacy and Financial Knowledge outcomes.

We expect this talk to be of interest to designers, educators, and researchers alike. We trust that our presentation will also provide a unique entry point into the ongoing discussion of gamification.
Keywords: Financial Literacy, Financial Education, Gamification, Gamified Education, Mobile App, Web 2.0, Race & Gender, Game Mechanics

References

Deterding, Sebastian (2011). Meaningful Play. Getting «Gamification« Right. Google Tech Talk, January 24, 2011. Retrieved from: http://www.slideshare.net/dings/meaningful-play-getting-gamification-right on April 4, 2011.

Hung, A.A., Parker, A.M., Yoong, J.K. (2009). Defining and Measuring Financial Literacy: Working Paper. Rand Labor and Population, Rand Corporation.

Lenhart, A., Kahn, J., Middaugh, E., Macgill, A., Evans, C., & Vitak, J. (2008) Teens, Video Games, and Civics. Pew Internet & American Life. http://www.pewinternet.org/Reports/2008/Teens-Video-Games-and-Civics.aspx

Lusardi, A. & Tufano, P. (2008). Debt literacy, financial experiences, and overindebtedness. Dartmouth Working Paper.

President’s Advisory Council on Financial Literacy (PACFL) (2008). 2008 Annual Report to the President. Accessed March 11, 2011 at http://www.treas.gov/offices/domestic-finance/financial-institution/fin-education/council/index.shtml.

Purcell, K., Entner, R., Henderson, N. (2010). The Rise of Apps Culture: 35% of U.S. adults have cell phones with apps, but only 24% of adults actually use them. Pew Internet & American Life Project. http://pewinternet.org/Reports/2010/The-Rise-of-Apps-Culture.aspx

Reeves, B., Read, J.L. (2009). Total engagement: using games and virtual worlds to change the way people work and businesses compete. Harvard Business Press. ISBN 97814221465

Shuler, C. (2007) D is for Digital: An Analysis of the Children’s Interactive Media Environment With a Focus on Mass Marketed Products that Promote Learning, p. 6-31 http://www.joanganzcooneycenter.org

GLS 2011 notification – #279

Dear Marquina Iliev-Piselli –

Congratulations on your acceptance for the GLS program!

We are pleased to inform you that your submission entitled “Bank-It: A Gamified Financial Literacy Mobile App” was accepted for inclusion in the Games, Learning and Society Conference 7.0, as a Poster presentation. We received our largest number of submissions ever resulting in our most competitive conditions to date. That is just one of the reasons that this is going to be the best GLS Conference ever, and we are delighted that you will be a part of it!

All participants listed on the program should register for the conference before Early Registration ends on May 1st (to save $100 off regular admission!). Our official program for the conference will be posted on the GLS conference site in the next few weeks. As always, some sessions may move around a bit between now and the conference — either in time or room location, possibly both — but rest assured that you are now in the program to stay! We will alert you to any schedule tweaking that we do…

If, for any reason, you have not yet submitted all author(s) biographies (250 words or less) and pictures (400px or more), please email them to us, toot sweet, to “chair(AT)glsconference(DOT)org.”

An email will be sent in the next few weeks with session format information. If you selected interest in being included in the proceedings you will also receive an email with additional information within the week.

Again, we are very pleased to be able to include your work on the GLS conference program. The event promises to be an exciting and memorable interdisciplinary extravaganza and we look forward to seeing you in June!

Best regards,

Constance Steinkuehler – Chair
Sean Michael Dargan – Coordinator
Games, Learning, & Society Conference
http://www.glsconference.org

Acceptance to TCETC 2011

Dear Marquina M. Iliev-Piselli,

We are pleased to inform you that your proposal submitted for consideration for TCETC 2011 has been accepted.

It is the first author’s responsibility to email a revised abstract and biographical statement for each author to tcetc@tc.columbia.edu by April 30, 2011. Abstracts must be submitted as a .doc or .rtf file in Times New Roman, 12-pt font. Extended abstracts are limited to three, single-spaced pages with one inch margins.

With your permission, we would like to include your abstract in the conference proceedings and website. If you would like your abstract to be included, please send us an email granting us permission to publish your abstract in the proceedings by April 30, 2011.

Presenters also must register for the conference by April 30, 2011. The pre-conference registration fee is $40. You can register via the conference website or through the TCETC EventBrite website at http://www.eventbrite.com/event/693224453.

The preliminary schedule and program will be made available on the conference website by April 30, 2011. Please make sure to monitor the conference website at http://blogs.tc.columbia.edu/tcetc/category/tcetc-2011/ for information regarding accommodations, travel, guest speaker Shira Ackerman, and conference updates.

If you have any questions or need technical assistance at any point, please feel free to contact Darnel Degand or Melanie Hibbert, the conference chairs. We look forward to seeing you at the conference!

Sincerely,

Darnel Degand, Melanie Hibbert, Co-Chairs
Graduate Student Conference: Technology, Media, and Designs for Learning (TCETC 2011)
Teachers College, Columbia University
525 West 120th Street, Box 8, New York, NY 10027
http://www.tc.columbia.edu/tcetc | tcetc@tc.columbia.edu