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

Abstract

The goal of this study is to identify a set of psychosocial variables and design domains important for game designers to encourage active ageing, wellbeing and quality of life. Sixty adult learners at four Universities of Third Age were randomly assigned to three groups: The Experimental group (G1), who tested firstly a game-based learning platform (GBLP) and then a computer-assisted platform (CAP); The Comparison group (G2), who tested firstly the CAP and then the GBLP; and the Control group (G3) that did not take part in the intervention. Participants were assessed on their health-related wellbeing and quality of life, using the SF36v2 and WHOQOL-BREF scales before and after each experiment. Findings suggest that there were differences between the group type and their perception on mental health (F(2,57) = 3.771, p= .029) and general health-related wellbeing (F(2,57) = 5.231, p= .008), in which the GBLP showed improvements relative to the CAP. The environment and mental health were some of the psychosocial domains that should be considered whereas storytelling, context-aware challenges, game space, immediate feedback, role-playing and social engagement were relevant design domains for these games.

“What a Mobility-Limited World”: Design Requirements of an Age-Friendly Playable City

“…This exploratory mixed-method research is divided into the following three phases: PHASE 1 -The Participatory Action Qualitative Research, in which a group of 33 adult learners at a University of Third Age were involved in the design process of a game-based (GBLP) and computer-assisted learning programs (CALP); PHASE 2 -The Quantitative Experimental Research, in which two treatment counterbalanced groups tested a game-based and a computer-assisted learning program and assessed these in terms of their perceived health-related wellbeing and quality of life before and after each experiment (SF36v2 and WHOQOL-BREF); and PHASE 3 -The Mixed-Method Approach, in which groups discuss pros and cons of each experiment and then proceeding to a set of interviews with a group of experts in order to propose a set of recommendations for designing such digitally-mediated and age-friendly environments. This paper will focus on PHASE 3 -The Mixed-Method as this paper is an extension of the conference paper presented at SEGAH 2018-Breaking barriers to game-based learning for active ageing and lifestyles: A qualitative interview study with experts in the field [14] and further information about the process and other phases are described in the following papers: Games for active ageing, well-being and quality of life: a pilot study [15], Co-designing a Game-based Learning Platform for Active Ageing: The Case of 'Jump' [16], and Demystifying Ageing BiasThrough Learning: Co-designing an Online Course about 'Ageing Well' [17].…”

Articulate Storyline 3 multimedia based on gamification to improve critical thinking skills and self-regulated learning

“…Providing links via laptops and Android applications allows students to learn independently, with their respective learning times and speeds [59]- [61]. One of the aspects of self-regulated learning, namely the implementation of independent learning evaluation through quizzes or games, can have positive implications for the emotional condition of students [62] and their mental health [63]. In addition to doing this online, doing the quizzes can also be accessed offline to save students' quotas.…”

“…The role of the teacher in learning using the gamification approach is to design a learning activity by incorporating game elements such as badges, scores, rewards, and feedback through multimedia technology. The experimental group students showed high enthusiasm for participating in learning (87.50%) through badges, scores, and rewards that encourage a competitive spirit; it is a crucial factor in gamification-based learning, as suggested by previous researchers [63], [64]. As for the feedback in multimedia gamification, some are positive to encourage and motivate the strengths of students [65], [66] and negative feedback, which is more aimed at improving student weaknesses [67].…”

Scaffolding in Indoor and Outdoor Mobility a Wearable and Mobile Application for Senior Tourism in a Playable City

“…Producing content that meets the World Health Organization's Framework relative to Active ageing (Health -Physical Activity, Nutrition, and Cognitive Activity, Security and Participation in Society); Step4. Implementing a computer-assisted -CALP [43] and game-based learning environment -GBLP [43] for active ageing based on the information provided from Step1 to Step3; Step5. End-users' assessment in terms of health-related wellbeing and quality of life [43] and interviews with experts in the field relative to age-friendly environments [44]; and, finally, Step6.…”

“…Implementing a computer-assisted -CALP [43] and game-based learning environment -GBLP [43] for active ageing based on the information provided from Step1 to Step3; Step5. End-users' assessment in terms of health-related wellbeing and quality of life [43] and interviews with experts in the field relative to age-friendly environments [44]; and, finally, Step6. Design of an app that addresses education for outdoor mobility.…”