Abstract

Previous studies have shown that an interactive tool tends to educate users better than a pure textual source. I wished to test whether these results hold for state budgeting, since this is generally regarded as uninteresting. If users could be motivated to learn about budgeting, they could be motivated to learn about many topics. A large user study with the previously-developed MassBalance game showed the interaction motivated students to spend more time learning, irrespective of their lack of interest in the topic.

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