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<p>The digital divide remains a persistent challenge for older adults, who often face structural, cognitive, and motivational barriers to effective participation in digital environments. This study presents and empirically evaluates a blended game-based assessment (GBA) and game-based learning (GBL) approach designed to support digital competences development in later life. Two complementary analogue-hybrid games, INFINITY and DiGiUP, were developed by operationalising the European DigComp 2.2 framework within concrete game mechanics. Motivational design was grounded in self-determination theory (SDT). INFINITY focuses on baseline competence elicitation and confidence building through structured board–game interaction, while DiGiUP integrates scenario-based digital challenges to combine assessment and learning within gameplay. The study was conducted within the Erasmus+ DIGIBLEND project and involved 45 older adults participating in facilitated small-group sessions in Slovenia. Digital competence outcomes were analysed using DigComp proficiency levels, and motivational experiences were measured using an SDT-based Gameplay Questionnaire. Quantitative analyses revealed statistically significant increases in demonstrated proficiency levels under DiGiUP compared to INFINITY across Information and Data Literacy, Safety, and Problem Solving. Qualitative observations and questionnaire responses further indicated high perceived competence, relatedness, and autonomy, suggesting strong motivational engagement in the game-based environment. While the exploratory design and single-country convenience sample limit generalisability and causal inference, the study provides design-informed empirical evidence that a blended GBA–GBL pathway can be feasibly implemented in real-world adult education settings. By translating competence frameworks into playable mechanics and embedding motivational principles within accessible formats, this work offers a replicable model for inclusive digital competence development among older adults.</p>

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Improving digital skills for older adults: a game-based approach

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年7月8日

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  • Andrej Jerman Blažič,
  • Martin Mihajlov,
  • Tanja Pavleska

摘要

The digital divide remains a persistent challenge for older adults, who often face structural, cognitive, and motivational barriers to effective participation in digital environments. This study presents and empirically evaluates a blended game-based assessment (GBA) and game-based learning (GBL) approach designed to support digital competences development in later life. Two complementary analogue-hybrid games, INFINITY and DiGiUP, were developed by operationalising the European DigComp 2.2 framework within concrete game mechanics. Motivational design was grounded in self-determination theory (SDT). INFINITY focuses on baseline competence elicitation and confidence building through structured board–game interaction, while DiGiUP integrates scenario-based digital challenges to combine assessment and learning within gameplay. The study was conducted within the Erasmus+ DIGIBLEND project and involved 45 older adults participating in facilitated small-group sessions in Slovenia. Digital competence outcomes were analysed using DigComp proficiency levels, and motivational experiences were measured using an SDT-based Gameplay Questionnaire. Quantitative analyses revealed statistically significant increases in demonstrated proficiency levels under DiGiUP compared to INFINITY across Information and Data Literacy, Safety, and Problem Solving. Qualitative observations and questionnaire responses further indicated high perceived competence, relatedness, and autonomy, suggesting strong motivational engagement in the game-based environment. While the exploratory design and single-country convenience sample limit generalisability and causal inference, the study provides design-informed empirical evidence that a blended GBA–GBL pathway can be feasibly implemented in real-world adult education settings. By translating competence frameworks into playable mechanics and embedding motivational principles within accessible formats, this work offers a replicable model for inclusive digital competence development among older adults.