As financial environments grow increasingly complex, financial literacy has become an essential civic competence. However, traditional finance education that emphasizes knowledge transmission often fails to cultivate students’ practical application and decision-making skills. To address this issue, this study integrates scaffolding theory with interactive multimedia instruction to examine the effects of different scaffold designs on students’ financial decision-making. A quasi-experimental design was adopted with non-finance university students randomly assigned to either a procedural or a strategic scaffolding group. Interactive videos served as the main learning medium, incorporating branching scenarios, contextual tasks, and instant feedback, while embedding two types of scaffolds: procedural scaffolds provided step-by-step guidance to organize tasks, and strategic scaffolds offered reflective prompts and decision principles to foster strategic thinking. Data sources included pre- and post-tests of financial knowledge and application, interaction logs, manipulation checks, and learning experience questionnaires. ANCOVA and sequence analysis were used to compare learning outcomes and decision patterns. The results are expected to show that interactive videos enhance engagement and reflective thinking, and that different scaffold designs guide learners toward distinct decision pathways and learning processes. The study provides theoretical and practical implications for integrating scaffolding into interactive video-based financial literacy education.

Authors:
Ching Fang Hu, National University of Tainan, Taiwan
Hao Chiang Koong Lin, National University of Tainan, Taiwan

About the Presenter(s)
I am a second-year Ph.D. student in the Department of Digital Learning Technology at National University of Tainan, Taiwan. My research focuses on financial literacy education, scaffolding design, and interactive multimedia learning.

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