All About Credit: Credit Education for Young Adults in the United States
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2022-05-10
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Many young adults in the United States learn about credit via avenues outside of academia such as from family and friends, word of mouth, and web research. Knowledge of the U.S. credit system serves as a foundation to begin understanding more complex financial topics, yet many young adults enter the financial system with little to no understanding of credit. This can lead to uninformed decisions with potentially negative financial repercussions. To address this problem, a learning module on credit was developed for young adults. The module, developed using Genially and Google Sites, employed real-life branching scenarios and was designed using Dick and Carey’s Systems Approach Model to instructional design and Keller’s ARCS Model of Motivation. The module presented relevant situations that would capture and sustain the target audience’s interest and motivate them to learn about a challenging and complicated topic. To evaluate the module, a usability study was conducted through synchronous semi-structured interviews (n = 3) and an asynchronous learning effectiveness study (n = 15). The usability study revealed a need for improvement in parts of the module’s navigation. The module received positive comments from participants regarding the instructional content and overall learning experience, and showed an average increase of 16% between pre- and post-test assessments. Future work will explore expanding the story within the module to include additional scenarios and hosting a broader range of question types in the assessment.
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financial literacy, scenario based learning, branching scenarios, young adult learners, instructional design
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33 pages
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http://rightsstatements.org/vocab/InC-EDU/1.0/
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