"Winning Big or Losing It All?” The Pros and Cons of Integrating Gaming into Nigeria's Classrooms

Sports betting or I-gaming in Nigeria is often viewed as a ‘get rich quick’ scheme by many and there is a perception that the industry in its entirety is centered on gambling, which instills the mindset that it’s an industry that should be avoided by responsible individuals at all costs. 

Instead of urging youths to shun this industry, would it be more resourceful to arm them with the right financial education about it? Would it help them to make more informed choices when they come of age, as opposed to demonizing an industry which they don’t understand? 

Proponents of this approach like Public Policy expert, Oluwatosin Oladetan, think it's high time for i-gaming to be included when the subject of  financial literacy for youth comes up, as it could  could  provide students with a strong foundation to navigate various financial challenges and opportunities which they may encounter in life-  thereby promoting their overall well-being and economic stability.

“Gaming is a core part of life, existence and finance. Whether we like it or not, doing business and living is an adventure. For this reason, businesses are also involved in gaming in one way or another. Therefore, people should be trained as regards how they are able to manage their income.”

For renowned Clinical Psychologist, Dr. Charles Umeh, he makes it clear that as long as individuals are under the age of 18, their tendencies to get carried away- due to immaturity is at an all-time high, which is why he frowns at the thought of exposing under 18’s to any form of gambling behavior that could lead to ‘addiction’. 

When it comes to the risk of addiction, Oladetan is far from oblivious, however, he is more elated about the knowledge of ‘risk assessment concepts’ which students stand to gain and the likelihood of making informed financial decisions (in general), through the inclusion of gaming in financial education. He sees strong similarities between i-gaming and statistics/ probability in mathematics and is of the opinion that i-gaming instills the spirit of ‘positive risk taking’ in students. However, Oladetan insists on the need for enlightenment regarding self-imposed limitations when it comes to winning or losing above a specific threshold and the percentage of one's monthly income which goes into i-gaming. 

“It's important to note that in everything we do, we take a risk. What should be of high importance in the financial education of students, is understanding how they can improve their chances of success. I believe that when a person is involved in gaming, they should come from a risk averse position, in the sense that they are aware of the fact that they could lose their money,  but that perception is balanced with the possibility of recouping all that could potentially be lost.”

“It’s crucial to have a personal stock limit so that if a person loses above or below a specific threshold,  they know when to stop to avoid significant  financial loss. It’s also important for individuals to analyze their spending and risk positions effectively, to try to avoid high stakes-  5-10% of one's monthly  total income is what I would deem appropriate.”

The adolescent brain and decision-making capabilities

In clinical psychology, there are 2 types of intelligence- ‘fluid intelligence and crystallized intelligence.’ Dr. Charles Umeh makes it clear that fluid intelligence is at its peak in adolescents, while crystallized intelligence is brought on by experience. For Umeh, the combination of high fluid intelligence and adolescent egocentrism in under 18 individuals, closes him off to the idea of their participation in betting activities, but he is open to them being enlightened about the industry as long as the risks are laid bare: 

“If you want to educate them, it’s fine, but they should not get involved until they turn 18. All the education regarding the i-gaming industry can be provided, as it will form the pivot for the adult stage of life. It’s the foundation that is laid in this critical stage of life that will determine what the child will become as an adult. If we can provide enlightenment on substance abuse, it should also be fine to educate them on betting, but the risks must be stated and when they come of age, they can decide if it's something they want to get into.”

For proponents of the i-gaming enlightenment agenda, Umeh outlines 3 major signs to look out for which may indicate that an under 18 individuals might be deviating from the path of enlightenment and venturing down the path of potentially dangerous participation. 

These red flags include: a change in routine, becoming secretive and the most alarming, stealing to fund their newly acquired behavior. According to him, the last sign is “where it becomes dangerous, as this is the stage where necessities for living are neglected” 

When it comes to the right approach to helping young people develop a healthy relationship with money and risk, Umeh taps into his wealth of wisdom garnered from decades of clinical experience and recommends what he deems fundamental, self-knowledge:

The most important thing is letting them know who they are and what they should desire, which will guide them towards a trajectory that leads to knowledge. They should be shown that things outside of that trajectory might not work out in their favor. If you help them believe that they will most likely do well in life. 

For Umeh, his idea of the ideal curriculum is a tad reminiscent of the ‘simplicity’ reflected in Lao Tzu’s ‘Tao Te Ching' teachings., Umeh focuses on the need for identity formation, especially because there are no financial earning expectations from young people under the age of 18.  

As they move into.young adulthood, the focus in this adolescence is identity formation. You wouldn't know the kind of things you want to do in life if you’re not self-aware or you have low self-esteem. Self-awareness should top that curriculum, as its absence may lead to an identity crisis. It’s also crucial to look at societal characteristics, as there are some societal attributes that won't do well in business.

“The other psychological aspect that should be included in the curriculum is teachings about group behaviour- how the presence of others can influence others. When talking about finances, you must look at social roles and how they contribute to the success of every business. Other aspects to include could be stress management - if you don't understand stress, it could kill you or make you survive.”

Conclusion

The debate over whether to incorporate gaming and gambling education into Nigeria's youth financial literacy curriculum is a complex one, with valid arguments on both sides. Proponents like Oladetan see i-gaming as a valuable tool for teaching risk assessment, probability, and responsible spending - essential skills for navigating adulthood. 

However, detractors like Umeh caution that the adolescent brain's vulnerability to impulsivity and addiction makes any exposure to gambling extremely risky, no matter how educational the intent. Ultimately, this is not a simple yes-or-no decision. Both the potential upsides of financial empowerment and the very real dangers of problem gambling must be carefully weighed. 

Perhaps the solution lies in a staged approach - laying the groundwork for gaming comprehension in adolescence, but withholding full access until the brain has fully matured. 

Whichever path is chosen, one thing is clear: Nigeria's youth deserve a comprehensive financial education that sets them up for lifelong success, through both prudent decision-making and responsible risk-taking.