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Daniel J. Mills, Ritsumeikan University, JapanMegumi Kohyama, Doshisha University, Japan
Abstract
This study examined the effects of a brief, three-session AI-assisted financial literacy intervention on Japanese university students’ financial knowledge, saving behavior, and attitudes. The intervention, delivered in mandatory English as a foreign language (EFL) courses at a private university in western Japan, was structured using the AI Assessment Scale (AIAS; Perkins et al., 2024) to guide the progressive integration of generative AI from no AI use to full AI collaboration. Ninety-nine students completed a pre-intervention survey and fifty-five completed a post-intervention survey using the Youth Financial Literacy Short Scale (YFLSS; Potrich et al., 2025), supplemented by measures of perceptions of AI-assisted learning and financial self-efficacy. Independent samples t tests revealed no significant pre-post changes in financial knowledge, saving behavior, or financial attitudes. However, post-intervention data indicated that most students perceived AI as beneficial to their learning, with 81.8% reporting effective AI use and 69.1% verifying AI output before application. Financial self-efficacy was moderate to strong for budgeting and emergency fund concepts but substantially lower for specialized knowledge, such as the 4% retirement rule. Thematic analysis of student essays, presentations, and AI interaction logs identified three qualitative themes: localized optimization and problem solving, structural reasoning facilitated by AI as a logic architect, and anxiety reduction through metacognitive awareness. These findings suggest that the primary value of short-term AI-assisted financial literacy interventions may lie in building applied competence, fostering critical engagement with AI, and reducing financial anxiety among young adults, rather than in shifting standardized test scores.
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Conference: SEACE2026Stream: Innovation & Technology
This paper is part of the SEACE2026 Conference Proceedings (View)
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