Comparação entre uma intervenção gamificada e não gamificada sobre o aprendizado financeiro por adolescentes: uma análise comportamental

Abstract

The high debt index in Brazil, in part, can be attributed to the lack of financial education. There are indications that the sooner the theme is inserted into the individual's life, the greater is the chance of success in the management of financial resources. For this, there is the potential of playful procedures, for example, gamification, as a resource to help and change this problem. Based on the conceptual foundation of Behavior Analysis, this work sought to verify the effect of an educational intervention structured as a gamified interaction about the learning of financial concepts by teenagers, between 13 and 16 years old, studying from the 8th grade of elementary school, to the 2nd year of high school, from a public school in Goiânia. For perform that, we used the experimental design of ABA-type measures, using questionnaires for baseline measures, a control group, gamified condition, and an experimental group, a non-gamified condition. The data number of correct answers and answer time in each baseline were submitted to measures of descriptive statistics, followed by the use of statistical procedures inferential (non-parametric tests). The results indicated that there were no statistically significant differences regarding the number of correct answers in the comparisons between subjects and in intra-subjects comparisons, but these statistical differences were significant regarding the response time of the two types of comparison performed. However, the experimental condition was in accordance with the gamification proposal and the theoretical, scientific and technological use of Behavior Analysis was useful to foster and interpret developed processes in both conditions, through functional identification between environmental and behavioral variables