Exploring the potential of personalization in content and the use of an AI-powered virtual avatar in financial education strategies through an AI anxiety lens

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dc.contributor.advisorSidaoui, K.
dc.contributor.authorMeutstege, Tom
dc.date.issued2024-07-04
dc.description.abstract"Financial literacy is a crucial skill that empowers individuals to make informed decisions about their personal finances, yet traditional financial education strategies often fail to reach desirable outcomes. This study explores the potential of two approaches: Using personalized content and AI-powered virtual avatars to enhance the learning motivation for financial education strategies for students. The research examines the effects of personalized financial education content delivered by an AI avatar on students' learning motivation and cognitive load while considering the potential moderating effect of AI anxiety. Utilizing a Wizard of Oz (WoZ) methodology, 117 students from Radboud University were randomly assigned to either a personalized or non-personalized financial education session with an AI-powered virtual avatar. Cognitive load was measured using eye-tracking technology, while learning motivation and AI anxiety were assessed through structured questionnaires. The findings indicate that personalized content significantly increases students’ learning motivation. However, contrary to prior research, no significant impact of personalization on cognitive load was observed. Moreover, AI anxiety did not moderate the relationship between personalization and either cognitive load or learning motivation. Interestingly, AI anxiety had a direct negative effect on learning motivation, suggesting that students with higher AI anxiety may be less engaged in AI-driven learning environments. These findings contribute to the literature on financial education strategies by providing empirical insights into the role of AI-driven personalization in learning motivation. Additionally, the study highlights the need to consider AI anxiety in designing educational interventions. From a practical standpoint, the results suggest that integrating personalized AI-driven tutoring could enhance financial education effectiveness, though addressing students’ AI-related anxiety remains crucial. Future research should explore real-time AI interactions and alternative cognitive load measurements to further refine AI’s role in financial education."
dc.identifier.urihttps://theses.ubn.ru.nl/handle/123456789/18365
dc.language.isoen
dc.thesis.facultyFaculteit der Managementwetenschappen
dc.thesis.specialisationspecialisations::Faculteit der Managementwetenschappen::Master Business Administration::Innovation and Entrepreneurship
dc.thesis.studyprogrammestudyprogrammes::Faculteit der Managementwetenschappen::Master Business Administration
dc.thesis.typeMaster
dc.titleExploring the potential of personalization in content and the use of an AI-powered virtual avatar in financial education strategies through an AI anxiety lens

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