Understanding Financial Literacy through Gamified Digital Snakes and Ladders Among High School Students
The Mediating Role of Learning Engagement
DOI:
https://doi.org/10.31004/anthor.v5i4.972Keywords:
Gamified Learning Experience, Learning Engagement, Financial Literacy, Gamification, Digital Snakes and LaddersAbstract
This study aims to analyze the effect of Gamified Learning Experience on Financial Literacy with Learning Engagement as a mediating variable in learning using a digital snakes and ladders game. This study uses a quantitative approach with a survey design involving 150 students as respondents. Data were collected through questionnaires to measure Gamified Learning Experience and Learning Engagement, while Financial Literacy was measured using objective tests. Data analysis was performed using Partial Least Squares-Structural Equation Modeling (PLS-SEM) with the help of SmartPLS. The results showed that Gamified Learning Experience had a positive effect on Financial Literacy (β = 0.451; p < 0.001) and Learning Engagement (β = 0.727; p < 0.001). Furthermore, Learning Engagement also had a positive effect on Financial Literacy (β = 0.360; p < 0.001). Mediation analysis showed that Learning Engagement acted as a partial mediator in the relationship between Gamified Learning Experience and Financial Literacy through a significant indirect effect (β = 0.262; p < 0.001). This finding indicates that gamification-based learning experiences can improve financial literacy directly and through increasing student learning engagement. This study contributes to the development of literature on gamification-based learning and demonstrates that digital snakes and ladders games can be an effective learning strategy to improve student learning engagement and financial literacy.
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