Blurring the Lines of Age: Intergenerational Collaboration in Alternate Reality Games

Hausknecht, Simone; Neustaedter, Carman; Kaufman, David

doi:10.1007/978-3-319-41797-4_4

Cited by 11 publications

(4 citation statements)

References 29 publications

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“…A key element of this research has been the design and evaluation of technologies that seek to address social isolation and/or encourage social participation [6], given that social disconnectedness is a risk factor that is known to impact older adults' health and wellbeing [20,24]. Prior work has shown how communication technologies can address social disconnectedness by, for example, mediating conversation between grandparents and their grandchildren [26] or by enabling intergenerational play over distance [29,73].…”

Section: Older Adults Icts and Social Participationmentioning

confidence: 99%

Interrogating Social Virtual Reality as a Communication Medium for Older Adults

Baker

Kelly

Waycott

et al. 2019

Proc. ACM Hum.-Comput. Interact.

121

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A growing body of research is examining the way that virtual reality (VR) technology might enrich the lives of older adults. However, no studies have yet examined how this technology-combining head mounted displays, motion tracking, avatars, and virtual environments-might contribute to older adult wellbeing by facilitating greater social participation (social VR). To address this gap, we conducted three workshops in which 25 older adults aged 70 to 81 explored the utility of social VR as a medium for communicating with other older adults. Participants first created embodied avatars that were controlled through natural gestures, and subsequently used these avatars in two high-fidelity social VR prototypes. Findings from the workshops provide insight into older adults' design motivations when creating embodied avatars for social VR; their acceptance of social VR as a communication tool; and their views on how social VR might play a beneficial role in their lives. Outcomes from the workshops also illustrate the critical importance our participants placed on behavioural anthropomorphism-the embodied avatars' ability to speak, move, and act in a human-like manner-alongside translational factors, which encapsulate issues relating to the way physical movements are mapped to the embodied avatar and the way in which errors in these mappings may invoke ageing stereotypes. Findings demonstrate the critical role that these characteristics might play in the success of future social VR applications targeting older users. We translate our findings into a set of design considerations for developing social VR systems for older adults, and we reflect on how our participants' experiences can inform future research on social virtual reality. CCS Concepts: • Human-centered computing → Virtual reality; Collaborative and social computing; Empirical studies in collaborative and social computing.

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Section: Older Adults Icts and Social Participationmentioning

confidence: 99%

Interrogating Social Virtual Reality as a Communication Medium for Older Adults

Baker

Kelly

Waycott

et al. 2019

Proc. ACM Hum.-Comput. Interact.

121

View full text Add to dashboard Cite

show abstract

“…We decided to leave outside of this review other game types such as alternate reality games, as they differ from digital games in many aspects. Although alternate reality games also seem promising game types for intergenerational interactions [38,39], this was out of the scope of the current review.…”

Section: Limitations and Suggestions For Further Researchmentioning

confidence: 99%

Benefits and Factors Influencing the Design of Intergenerational Digital Games: A Systematic Literature Review

et al. 2017

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The main purpose of this paper is to review the benefits and factors to be taken into consideration for the design of intergenerational digital games. We conducted a systematic in Scopus, Web of Science, PsicInfo, Pubmed and Science Direct, finally including 16 empirical studies written in English. The identified benefits were found to fall into four main categories, i.e., (1) reinforcing family bond, (2) enhancing reciprocal learning (3) increasing understanding of the other generation and (4) reducing social anxiety. According to the literature, two types of factors are important to take into consideration: player-centric and game-centric factors. We identified the nature of the interactions between older (55-81 year-olds) and younger players (4-22 year-olds), their motivations to play digital games and the difference in abilities as the main player-centric factors to take into account when designing intergenerational games. The most relevant game-centric factors were found to be goal-related and space-related forms of interaction. To gain more insight into how specific benefits of playing digital games are related to a type of game, gender or age of the participant, additional empirical studies (comparative analyses), that take these factors into account are needed.

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“…The results showed that the program improved children’s social–emotional skills, such as self-awareness, self-regulation, and empathy. Hausknecht et al (2017) conducted a study to investigate the effectiveness of a video game-based intervention aimed at improving teacher-child interaction in early childhood education. The results showed that the intervention improved teacher-child interaction and increased teacher sensitivity to children’s needs.…”

Section: Discussionmentioning

confidence: 99%

Game-based learning in early childhood education: a systematic review and meta-analysis

Alotaibi

2024

Front. Psychol.

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Game-based learning has gained popularity in recent years as a tool for enhancing learning outcomes in children. This approach uses games to teach various subjects and skills, promoting engagement, motivation, and fun. In early childhood education, game-based learning has the potential to promote cognitive, social, and emotional development. This systematic review and meta-analysis aim to summarize the existing literature on the effectiveness of game-based learning in early childhood education This systematic review and meta-analysis examine the effectiveness of game-based learning in early childhood education. The results show that game-based learning has a moderate to large effect on cognitive, social, emotional, motivation, and engagement outcomes. The findings suggest that game-based learning can be a promising tool for early childhood educators to promote children’s learning and development. However, further research is needed to address the remaining gaps in the literature. The study’s findings have implications for educators, policymakers, and game developers who aim to promote positive child development and enhance learning outcomes in early childhood education.

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Blurring the Lines of Age: Intergenerational Collaboration in Alternate Reality Games

Cited by 11 publications

References 29 publications

Interrogating Social Virtual Reality as a Communication Medium for Older Adults

Interrogating Social Virtual Reality as a Communication Medium for Older Adults

Benefits and Factors Influencing the Design of Intergenerational Digital Games: A Systematic Literature Review

Game-based learning in early childhood education: a systematic review and meta-analysis

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