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

The growth of urban population and the challenges of an ageing society have brought to the fore the need of innovative ways to re-invent sustainable healthy ageing lifestyles and meet the growing demand on transport and residents’ assistance with ageing-in-place. Fatalities involving older adult pedestrians is a major problem in EU urban areas, given the general lack of information about traffic and road conditions. Indoor and Outdoor Mobility are also likely to affect Senior Tourism and older adults’ travel patterns. This paper proposes a digital application designed for wearables and mobile devices that engages the users in a set of missions and routes that are customized to their context and mobility condition, based on a multi-peer review system.This work was supported by FCT (Fundação para a Ciência e Tecnologia) and ESF under Community Support Framework III – the project SEDUCE 2.0 nr. POCI-01-0145-FEDER- 031696.publishe

Os jogos como estratégia de aprendizagem para um envelhecimento ativo: co-designing, desenvolvimento e avaliação de um jogo

Doutoramento em Informação e Comunicação em Plataformas DigitaisCurrent demands for the Information and Communication Society often exclude certain groups either by their age, lack of participation in the labour workforce, health status or learning difficulties. In fact, active ageing and lifelong learning have been central issues for the Political Declaration and Madrid International Plan of Action on Ageing and the World’s Health Organisation. Although debate continues about the best strategies for increasing the participation of older adult citizens in economic, cultural and social affairs, few studies have addressed the potential of a game-based approach to encourage healthier habits, a sense of security and participation in society. The purpose of this mixed-method study is to assess the effectiveness of game-based learning to encourage active ageing. In this thesis, thirty-three adult learners (G0) at a University of Third Age were involved in the design process of two learning programmes (game-based learning – GBLP and computer-assisted learning – CALP). The field research deployed an array of longitudinal methods, including surveys, group discussions, and participant observation. Sixty adult learners at four Universities of Third Age were then assigned to three different groups: The Experimental Group (G1), who tested firstly the GBLP and then the CALP; The Comparison Group (G2), who tested firstly the CALP and then the GBLP; and the Control Group (G3) that did not take part in the intervention. Before and after each experiment, the participants were assessed on their perception of health-related wellbeing and quality of life, using the SF36v2 and WHOQOL-BREF scales. Semi-structured interviews with ten Subject Matter Experts from the Industry and the Educational Sector in the fields of Games, Human-Computer Interaction and Psychology and/or Ageing studies were carried out in order to get their perspective on the use of games for learning and meet the challenges of the ageing process and changes in behaviours. Findings suggest that although no significant differences between the type of experiment undertaken by each group and their health-related wellbeing and quality of life were observed, there were significant 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 CALP. When designing such learning programme, the environment, mental and psychological wellbeing and quality of life domains should be considered whereas metamemory, immediate feedback, context-aware challenges, storytelling/bios and role-playing, imagery-based techniques and social engagement are important design factors to foster the participants’ confidence to solve daily-life problems, decrease ageing bias and encourage participation in society. Two prototypes of the learning programmes are provided as a result of the co-design sessions and a set of design recommendations are also included.As exigências atuais que decorrem da Sociedade da Informação e Comunicação, por vezes, excluem certos grupos, quer pela idade, quer por não fazerem parte da população ativa, quer pelo estado de saúde ou dificuldades de aprendizagem. De facto, o envelhecimento ativo e a aprendizagem ao longo da vida têm sido temas centrais da Declaração Política de Ação Internacional para o Envelhecimento de Madrid e da Organização Mundial de Saúde. Apesar de, recentemente, se ter verificado um interesse crescente na utilização de estratégias que visem responder aos desafios de uma sociedade envelhecida, grande parte dos estudos parece não considerar os jogos como estratégia de aprendizagem para motivar hábitos saudáveis, segurança e participação na sociedade. Trinta e três alunos de uma Universidade Sénior (G0) foram envolvidos no processo de design de dois programas de aprendizagem (baseado em jogo – GBLP e assistido por computador – CALP). O trabalho de campo teve como base os seguintes métodos longitudinais: inquérito, discussões em grupo e observação participante. Sessenta alunos de quatro Universidades Sénior foram posteriormente divididos em três grupos: Grupo Experimental (G1) que testou primeiro o GBLP e depois o CALP; Grupo de Comparação (G2) que testou primeiro o CALP e depois o GBLP; e o Grupo de Controlo (G3) que não teve intervenção. Antes e pós cada experiência, foi avaliada a perceção sobre o bem-estar de saúde e qualidade de vida, utilizando as escalas SF36v2 e WHOQOL-BREF. Entrevistas semiestruturadas foram também concretizadas com dez especialistas da Academia e Indústria nas áreas dos Jogos, Interação Homem-Máquina, Psicologia e Envelhecimento, de modo a obter as suas perspetivas sobre o uso de jogos e mudanças comportamentais e envelhecimento ativo. Os resultados sugerem que embora não tenham sido encontradas diferenças estatisticamente significativas entre grupos sobre o estado de bem-estar sobre saúde e qualidade de vida, verificaram-se diferenças entre cada grupo e perceção sobre a saúde mental (F (2,57) = 3.771, p = .029) e bem-estar geral (F (2,57) = 5,231, p = 0,008) em que GBLP foi eficaz em relação ao CALP. Relativamente ao design de jogos, os fatores ambiente, bem-estar mental e psicológico dos domínios de bem-estar e qualidade de vida devem ser considerados, enquanto os fatores de design como metamemória, feedback imediato, desafios adaptados ao contexto, narrativa e bios dos personagens, imagética e engagement social são importantes para aumentar a confiança dos participantes na resolução de problemas do dia-a-dia, diminuir o medo de envelhecer e incentivar a participação na sociedade. Dois protótipos que resultam das sessões de co-design são apresentados tais como um conjunto de recomendações para o seu desenvolvimento

Designing out-of-box experiences for older adults: exploring the boundaries of inclusive design

This thesis investigates the Out-of-Box Experience (OoBE) of interactive consumer products for older adults, with a view to improve the User Experience (UX) of a product by manipulating factors of the OoBE. This research emerges in the context of current demographic trends, which see people living longer and in better health, and the increasing ubiquity of technology in modern life. The OoBE describes the very first stages of interaction with a new product, including acquisition, unpacking and setup. This crucial initial experience has the potential to influence product acceptance and therefore determine its future use. Creating a positive OoBE requires an empathic understanding of the intended users, as well as contextual knowledge about current practices. A review of the literature revealed that many of the difficulties older adults experience with technology concern elements of the OoBE, such as complicated documentation, technical jargon and inadequate support for inexperienced users. However, the absence of research on how to engage older adults during the OoBE of new technology reinforced the need for further research. To this end, two user studies were conducted with older people, followed by a design study with designers. The first study explored older adults relationship with technology and their current practices of the OoBE, using the Technology Biography method. The second study used cultural probes to investigate the social side of UX and its effect on personal feelings of independence. Data from these two studies were used to create four personas, which were used in the design study. This third and final study focused on whether the construct of social benefits could be operationalised within the OoBE of new technology. Collectively, the findings indicated that the involvement of other people during the OoBE can be a strong motivator for older people to take up and use technology. Far from impinging on individual perceptions of independence, some older people actively manipulate the OoBE in order to derive social benefits. This research thus contributes to the discussion of how Inclusive Design can evolve through the incorporation of social benefits, in order to generate desirable and successful future products

Exploring How Older Adults Who Qualify for the Association on Aging with Developmental Disabilities (AADD) Programs and Services Learn to Successfully Age in Place

This qualitative case study explored the ways in which older adults with developmental disabilities (DD) learn to successfully age in place. As more persons with DD reach old age and outlive their natural caretakers, such as parents, it is becoming apparent that there are a multitude of age-related challenges and educational needs that must be addressed. However, information pertaining to the unique learning needs of older adults with DD is scarce. Andragogy (the art and science of teaching adults) and geragogy (teaching the elderly) provided the theoretical frameworks for this study. The main research question in this study was: How are older adults with DD unique adult learners? To answer this question, the primary investigator (PI) conducted a qualitative study exploring the ways in which older adults enrolled in the Association on Aging with Developmental Disabilities (AADD) programs and services for seniors learned to successfully age in place. The PI conducted observations, focus groups, in-depth interviews, and an email questionnaire with a sample of AADD program participants, staff, and board members. Verbatim transcriptions of the interviews and focus group sessions were analyzed using open and axial coding methods. The following 11 themes emerged from the data: respect and equality, individualization, humor and fun, age-related learning challenges, social support, accumulation of loss, active aging and health maintenance, independence and autonomy, identity, attitudes towards those aging with DD, and learning strategies. The results provided evidence of the application of andragogy in meeting the unique learning needs of older adults with DD, as well as the premise that independent learning leads to independent living. Participants stressed the need for learning to be highly individualized iii and fun. The importance of strong social support systems to help offset myriad age related challenges faced by older adults with DD were also evidenced. Further exploration of educational programs designed to address emerging learning needs of those aging with DD, such as reverse caregiving roles (e.g., assuming the responsibility of primary caregiver for an elderly parent), as well as the application of andragogy to other aging with DD programs and services is warranted