Learning with the Support of a Digital Game in the Introduction to Finance Class: Analysis of the Students’ Perception of the Game’s Ease of Use and Usefulness

Learning with the Support of a Digital Game in the Introduction to Finance Class: Analysis of the Students’ Perception of the Game’s Ease of Use and Usefulness

M. Romero (ESADE Law & Business School, Spain) and M. Usart (ESADE Law & Business School, Spain)
DOI: 10.4018/978-1-4666-2848-9.ch025
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Abstract

This chapter aims to introduce the case of the eFinance Game (eFG), from the Serious Games’ design to an analysis of the learning experience resulting from the use of the game, as well as its use in the context of the Introduction to Finance course in ESADE Law and Business School. After an overall description of the game, the chapter turns attention to the Serious Games (SG) learning experience, considering students’ perception of both ease of use and usefulness, but also the implications for teaching and learning assessment that arise with the utilization of this game. Considering the students’ performance and their perception of the game, the chapter then analyzes the current challenges and transfers the knowledge generated by this case to practitioners aiming to design, develop, and use digital games in their schools.

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