Financial Literacy

Budgeting 101

Project Status

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Mode of Delivery

Project Details

About: This scenario-based course was developed for low and higher income earners who struggle with their finances.

Title: Budgeting 101

Target Audience: American adults between ages 18-40

Tools used: Google Slides, Figma, Storyline, Lucid Chart

Year: Spring 2022

Tools Used

About Project

According to the Mind and Money survey by Capital One, 77% of Americans report feeling anxious about their financial situation. The majority of us have a love-hate relationship with money. We are excited about payday, and less than a week after, we are broke. While conducting my need analysis, I realized both low and high income earners live paycheck to paycheck. Earning more did not exempt most individuals from financial challenges. What exactly is the solution? Financial literacy, according to the Global Financial Literacy Survey, only 57% of adults are financially literate. Then, I began an in-depth research on what it means to be financially literate and learned more about my target audience.

Analysis & Development

Target Audience

The Content

For the course content, I used a self-directed approach. I wanted the audience to have a certain degree of autonomy, to explore the course content before starting the course. They determine the pace for the course by skipping content they already know and get support as the need arises by clicking on the financial advisor's avatar at the top-right corner of the screen.

To motivate the audience, I created an authentic learning environment whereby the learner could plan, create a monthly expense, and make plans to pay their debt as they would do in the real world. This helped foster a transfer of skill because the learning context mimicked a real-world environment.

In addition, learners were reinforced by their simulated financial advisor for the correct choices. Circumstances whereby the learner made an incorrect choice, they were given intrinsic feedback through the financial advisor who did not state they were incorrect but informed the learner of the consequence of their choice, which would prompt them to think and try again.

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I created a visual mockup using Figma. Designing on Figma allowed me to make several iterations to the design before going into the Storyline to add triggers and interaction. The visual mockup acted as a storyboard and helped cut down time when developing the course in Articulate storyline. After developing the entire course on Storyline, I shared the course via Review 360 with friends and colleagues to test and provide feedback. Then, I incorporated relevant feedback into the course.

What I learned



What I Learned

When developing the course in Articulate Storyline, I realized I did not need to develop the whole course on Figma. Certain parts of the course, like the questions slide and feedback layer have a repetitive design and layout. Thus, creating a single copy of the design from each section in Figma would have been sufficient because I ended up using just one copy, duplicating, and making minor changes like the text and trigger in Storyline. I also collaborated with an illustrator to produce artifacts for the course. I used my art direction skill to communicate ideas to the illustrator and provide actionable feedback.

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