Financially Educating Generation Z Using Digital Media – A Competitive Field Test of eduStories® versus Texts

Conference: The Barcelona Conference on Education (BCE2022)
Title: Financially Educating Generation Z Using Digital Media – A Competitive Field Test of eduStories® versus Texts
Stream: Learning Experiences, Student Learning & Learner Diversity
Presentation Type: Oral Presentation
Mona Winterwerb, University Neu-Ulm, Germany
Stefanie Schöberl, University Neu-Ulm, Germany
Barbara Brandstetter, University Neu-Ulm, Germany


A good general education on financial topics is required for wise financial decisions and thus also for one's own material financial security. However, according to consistent studies, financial literacy is particularly poor in Generation Z, which is now on the threshold of professional life (Klapper et al., 2015). Against this background, the question arises as to how financial knowledge can be prepared and presented for Generation Z to arouse the target group's interest in financial topics on the one hand and to enable effective knowledge transfer on the other.
This study investigates the potential of two different digital presentation formats for teaching financial education to secondary school students: The so-called eduStories® versus text. eduStories® are digital learning modules that, similar to the story format of Instagram, combine various digital elements such as photos, videos, text and quizzes to explain a financial topic. Both formats contain the same information on a given financial topic to ensure comparability. Two different sub-samples consisting of German 8th and 9th-grade school classes are used to test one of the two formats. The students evaluated their format based on attractiveness, seriousness and comprehensibility criteria. In addition, the respective increase in knowledge through the presented format is measured.
The results show that eduStories® are judged significantly better by the target group than the text: the stories are more entertaining and overall more appealing. However, knowledge creation was similar in both formats, i.e. stories can help arouse interest but have no advantages in the actual transfer of knowledge.

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