Generative AI Tutors and Project-Based Learning: Boosting Financial Literacy in Japanese Students


This research study aimed to investigate how generative AI-enhanced Japanese university students’ financial knowledge, behavior, and attitude following a 15-week course on personal finance. An electronic instrument was distributed to 49 English as a Foreign Language (EFL) students in two elective courses focused on teaching the basics of personal finance at a private university in Eastern Japan. The survey included the following sections: (1) financial knowledge, (2) financial behavior, and (3) financial attitude. The inquiry results showed that participants’ responses to the financial knowledge and behavior subscales in the pre-survey (M = 7.63, M = 2.87) increased by the end of the course (M = 8.91, M = 3.38). A paired t-test demonstrated that these changes were significant. However, participants' responses to the financial attitude items decreased slightly from the pre-survey (M = 2.37) to the post-survey (M = 2.40). Responses to the open-ended questions in the post-survey revealed that overall, participants had a positive experience in the course using generative AI for learning and planned to apply what they had learned in their future lives and studies.

Preliminary findings indicate a positive impact on student learning outcomes, and participants found the AI-powered interactions engaging and informative. Students in the elective course also displayed confidence in grasping intricate financial concepts. Moreover, qualitative analysis of post-interaction reflections revealed a deeper conceptual understanding and improved application of financial principles in real-life contexts.

The results of this research will benefit educators, researchers, and practitioners who wish to understand how generative AI can be used to cultivate financial literacy and prepare students for a more secure and informed financial future.

Author Information
Jon Gorham, Chuo University, Japan
Daniel J. Mills, Ritsumeikan University, Japan

Paper Information
Conference: ACE2023
Stream: Design

This paper is part of the ACE2023 Conference Proceedings (View)
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To cite this article:
Gorham J., & Mills D. (2024) Generative AI Tutors and Project-Based Learning: Boosting Financial Literacy in Japanese Students ISSN: 2186-5892 The Asian Conference on Education 2023: Official Conference Proceedings
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Posted by James Alexander Gordon