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All Journal INTERNATIONAL JOURNAL OF SOCIETY REVIEWS (INJOSER) International Journal of Social and Education (INJOSEDU)
Ida Ayu Dipavali Pradnyani
Udayana University
Religion Humanities Social Sciences

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BUILDING FINANCIALLY RESPONSIBLE ADOLESCENTS THROUGH GAMIFICATION-BASED EDUCATION: A CONCEPTUAL FRAMEWORK FOR DIGITAL DEBT PREVENTION Ida Ayu Dipavali Pradnyani
INJOSEDU: International Journal of Social and Education Vol. 3 No. 7 (2026): International Journal of Social and Education (INJOSEDU)
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.23103190

Abstract

The development of digital financial services has increased adolescents' access to various financial technology products, such as installment payments and online loans. However, this increased access is not always accompanied by adequate financial literacy, which can make them more vulnerable to consumer behavior and the risk of digital debt. This study aims to examine the role of financial education through gamification in improving adolescents' financial knowledge and to propose a conceptual framework for preventing the risk of digital debt. A systematic literature review (SLR) was conducted, analyzing 26 articles on financial literacy, digital financial risks, and the application of gamification in financial education. The results indicate that financial literacy plays a protective role by promoting responsible financial behavior. However, acquiring knowledge alone is insufficient without strengthening self-control and providing concrete learning experiences. Furthermore, gamification approaches, through simulations, challenges, rewards, and interactive learning, have the potential to increase adolescents' engagement and financial understanding. Based on a literature review, this study proposes the CuanEra conceptual framework, which integrates financial education through gamification, digital financial risk awareness, and community support as an alternative and more suitable strategy for financial education for adolescents in the digital age.
NAVIGATING DIGITAL FINANCIAL RISKS AMONG ADOLESCENTS: A SCOPING REVIEW OF FINANCIAL LITERACY EDUCATION THROUGH GAMIFICATION Ida Ayu Dipavali Pradnyani
INTERNATIONAL JOURNAL OF SOCIETY REVIEWS Vol. 4 No. 2 (2026): INTERNATIONAL JOURNAL OF SOCIETY REVIEWS (INJOSER)
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.23056031

Abstract

The development of digital financial services has facilitated adolescents’ access to various financial products, including installment payment features and online lending services. However, this increasing accessibility is not always accompanied by adequate financial management skills, potentially leading to excessive consumption behavior and digital debt risks. This study aims to examine the existing literature on gamification-based financial literacy education as an approach to improving adolescents’ financial understanding and supporting their ability to navigate digital financial risks. A scoping review methodology was employed by analyzing 21 research articles focusing on financial literacy, digital financial risks, and the implementation of gamification in financial education. The findings indicate that while financial literacy plays an important role in developing responsible financial behavior, it needs to be strengthened through interactive learning experiences, enhanced self-control, and social support. Gamification-based educational approaches incorporating simulations, challenges, rewards, and interactive learning activities demonstrate potential in improving adolescents’ engagement and financial understanding in a sustainable manner. This study proposes the conceptual framework of “CuanEra” as an integrative approach that combines engaging financial education, digital risk awareness, and community support to strengthen adolescents’ financial resilience in the digital era.
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