Romero M, Sawchuk K, Blat J, Sayago S, Ouellet H (eds.)
Game-Based Learning Across the Lifespan. Advances in Game-Based Learning
Older people (60+) are using digital technologies in growing numbers. Previous research has pointed out that digital game-based learning has positive effects on learning. Yet, older adults are often portrayed as passive receivers of digital information. Moreover, studies of digital games conducted with them have overlooked learning, focusing almost exclusively on helping older people to cope with age-related changes in functional abilities and improve intergenerational communication. This chapter reports on two case studies, which address digital video creation and digital gameplay in educational activities by older adults with mild-to-moderate age-related changes in functional abilities and different levels of previous experience of ICT use. Both case studies show older people learning more about themselves (i.e., realizing they have the skills to master computers and express themselves through digital technologies) and a number of different topics (ranging from contemporary digital technologies to literature and arts), while actively creating digital content and playing online digital games. The results show the potential of playful learning activities, and the importance of both inter- and intragenerational communication and taking into account older people¿s needs and interests, in order to envision a richer and diverse ICT-mediated learning in later life.
Ferreira SM, Sayago S, Blat J. Learning in Later Life While Engaging in Cross-Generational Digital Content Creation and Playful Educational Activities. In: Romero M, Sawchuk K, Blat J, Sayago S, Ouellet H (eds.). Game-Based Learning Across the Lifespan. Advances in Game-Based Learning. 1 ed. Springer; 2017. p. 115-129.