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초록

Purpose – This research aims to examine the pedagogical and gamification quality of financial literacy applications available in the six Gulf Cooperation Council (GCC) markets. Design/methodology/approach – Using a preferred reporting items for systematic reviews and meta-analyses -compliant search strategy, the authors searched the App Store, Google Play and Web applications and identified 312 finance-related titles. After filtering for relevance and duplicate titles, eight of the highest-ranked apps were content-analyzed using a 33-item rubric that combined pedagogical, gamification, technical and usability features with privacy and security features. Findings – Only eight apps (12%) passed the basic requirements for structured financial literacy. The average compliance with the rubric was 54%. Gamified widgets such as progress bars and savings pots were used in every app, whereas multi-layered game systems with badges, quests and awards appeared only 25% of the time. Only 15% of the time did sequenced curricula address higher-order themes. Less than half had privacy policies or safeguards for youth data that met standards. They also map apps on a pedagogy × gamification alignment grid: most cluster in the low-pedagogy/moderate-gamification quadrant; none fall in the high-pedagogy/high-gamification quadrant. Research limitations/implications – The contribution is a GCC-specific benchmark and an operational alignment map to guide design and policy for culturally grounded financial education. This study provides a transparent, GCC-specific benchmark and alignment map that regulators, banks and educators can use to improve the quality of youth financial education apps. They also outline an eight-area research agenda for the future. Originality/value – To the best of the authors’ knowledge, this study is the first cross-market, theory-anchored audit of GCC financial literacy apps, expanding fintech research beyond transactional functionality to educational outcomes and providing a culturally integrated perspective that is often missing from global assessments.

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