What question did this study set out to answer?

The research aims to compare the effectiveness of cooperative learning and game-based learning in enhancing financial literacy among primary school pupils.

February 5, 2026Open Access

Cooperative or Game-Based Learning? Fostering Financial Literacy for Sustainable Citizenship Through Two Contrasting Implementations in Primary Education

Key Points

The research aims to compare the effectiveness of cooperative learning and game-based learning in enhancing financial literacy among primary school pupils.
Utilized a multiple case study design.
Engaged two fifth-grade classes in Northern Italy over six 2-hour sessions.
Implemented one of two instructional approaches: cooperative learning or game-based learning.
Collected quantitative data through pre- and post-tests, and qualitative data from focus groups.
Both teaching methods led to significant improvements in financial literacy.
Cooperative learning showed a larger effect size (Hedges’ g = 1.84) compared to game-based learning (g = 1.20).
Qualitative analysis indicated cooperative learning fostered deeper collaboration and relational skills, while game-based learning relied more on competition.

Abstract

Financial education is critical for fostering inclusive, resilient societies by reducing inequalities and promoting sustainable development. Despite growing interest, there is a notable gap in research on effective pedagogical approaches for financial literacy in primary education. Early intervention is essential to shape financially literate, active citizens capable of contributing to sustainable communities. This study addresses this gap by comparing the effectiveness of two distinct implementation packages involving active pedagogies—cooperative learning (CL) with high autonomy and stable groups, and game-based learning (GBL) featuring stronger teacher orchestration and dynamic grouping—in enhancing financial literacy among primary school pupils. Using a multiple case study design, two fifth-grade classes in Northern Italy participated in six 2 h financial education sessions, each employing a different instructional implementation package. Quantitative data from pre- and post-tests revealed significant improvements in financial literacy in both groups, confirmed by Wilcoxon signed-rank tests, with CL-based implementation showing a larger observed effect size (Hedges’g = 1.84) than GBL-based implementation (g = 1.20). Qualitative analysis of focus groups showed that CL-based implementation, characterized by high autonomy and group stability, fostered deeper learning through collaboration, shared responsibility, and relational skills vital for social sustainability. In contrast, GBL-based implementation, with structured teacher facilitation, promoted context-specific knowledge and relied more on extrinsic motivation and competition. These findings suggest that the observed benefits may be associated with the combined features of the cooperative learning-based implementation package, particularly high autonomy and stable group structures, which appear to support more socially embedded financial literacy. They also highlight both the potential and the limitations of game-based approaches. The study offers evidence-based insights for designing effective financial education programs that support both cognitive and social competencies in primary education.

Read Full Paperexternally

KI fragen

Bookmark

View Full Paper