Demystifying Ageing Bias Through Learning

Games for active ageing, well-being and quality of life: a pilot study

“…Similarly, Costa and Veloso (2017b) have proposed the following design recommendations grounded in different behavioural change theories (Glanz et al, 2008): Simulate scenarios in which the seriousness of the problem is presented and inform about the change benefits; Enable scaffolding; Reward goal achievements; Provide alternative coping strategies; Associate different types of cues to actions and daily habits/routines; Provide easy-to-remember information; Link the information with previous knowledge/past experiences; Remind "small wins"; Promote social accountability; Enable social modelling; Build a trust network and a social status; Inform about policies/initiatives; Provide context-aware information and Create awareness to changes in behaviours.…”

“…Two prototypes (a game-based learning platform and a computer-assisted platform) were developed as the research instrument based on the different domains of active ageing (health, security and participation in society), following a participatory action research (PAR) with 33 participants (48.5% male and 51.5% female, M=67 years old, minimum = 55; maximum = 82) and data was collected from March 2015 to December 2016 (2-hour session per week), using contextual inquiry, strategic visioning and future workshops (Namioka & Schuler, 1993). This process is further described in the papers Co-designing a Game-based Learning Platform for Active Ageing: The Case of 'Jump' and Demystifying ageing bias through learning: Co-designing an online course about 'Ageing Well' (Costa & Veloso, 2017b) and, therefore, will not be the focus of this study. The dimensions of health, security and participation in society are the modules that constitute these learning platforms.…”