GAMIFICATION AND FINANCIAL LITERACY: A SYSTEMATIC LITERATURE REVIEW OF LEARNING AND BEHAVIOURAL OUTCOMES
DOI:
https://doi.org/10.35631/AIJBES.830002Keywords:
Behaviour, Financial education, Financial literacy, Gamification, LearningAbstract
Financial literacy has become an increasingly important educational concern as learners are required to develop the knowledge, skills, and confidence necessary to make informed financial decisions in a rapidly changing economic and digital environment. However, conventional financial literacy education may struggle to sustain learner engagement, active participation, and the practical application of financial knowledge. Gamification has therefore emerged as a potential pedagogical approach for integrating game elements into financial literacy education. Despite this, the existing evidence remains dispersed across different educational settings, learning technologies, and pedagogical approaches. This systematic literature review (SLR) aims to examine and synthesise existing research on the application of gamification in financial literacy education and to identify the major issues, applications, and challenges reported in the literature. The review employed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework and an advanced search strategy across the Scopus and Web of Science (WoS) databases, using combinations of the keywords "financial literacy" and "gamification". The search covered publications from 2010 to October 2026, followed by predefined screening, eligibility, and inclusion criteria. A total of nine primary studies were included in the final qualitative synthesis. The findings were organised into three major themes: (1) Financial Literacy and Education, (2) Game-Based and Adaptive Learning Technologies, and (3) Cooperative and Higher Education Pedagogies. The synthesis indicates that gamification is examined not only as a mechanism for increasing learner engagement but also as an educational approach for supporting financial knowledge development, interactive learning, adaptive learning experiences, collaboration, and practical application of financial concepts. Nevertheless, the literature also indicates continuing challenges related to implementation, pedagogical integration, technological requirements, and the effective alignment of game-based activities with financial literacy learning objectives. The review provides an integrated understanding of the current research landscape and identifies areas requiring further empirical investigation to strengthen the application of gamification in financial literacy education.
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