Background Strengthening the financial literacy skills of college students is vital for their responsible financial decision-making and economic well-being. Aim This study investigated the relationship between participation in a financial literacy game environment and complex thinking competency among university students. Method The research utilized a survey method research design to analyze the experiences of 88 university students who participated in science clubs. The intervention involved using a financial literacy game as an educational tool. The collected data were analyzed using descriptive statistics and thematic analysis. Results The findings indicate (a) the relationship between digital games and financial literacy appears multifaceted; (b) observable associations were identified between digital proficiency and complex thinking skills; (c) observable differences in financial knowledge scores were identified across scholarship status and institutional contexts; and (d) participants who regularly used banking services demonstrated higher average financial knowledge scores. Conclusions This study contributes to interdisciplinary financial literacy research by proposing a Multidisciplinary Model of Financial Literacy Development integrating cognitive, technological, educational, and contextual dimensions. The findings also highlight the potential of gamified learning environments to support complex thinking competency and financial literacy development among university students.
Soledad et al. (Fri,) studied this question.