Blurring the Lines of Age: Intergenerational Collaboration in Alternate Reality Games
Intergenerational play and collaboration can be valuable for various age cohorts. However, there has been limited research that explores such intergenerational play especially in the context of intergenerational games. In this chapter, we explore the idea
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Abstract Intergenerational play and collaboration can be valuable for various age cohorts. However, there has been limited research that explores such intergenerational play especially in the context of intergenerational games. In this chapter, we explore the idea of using alternate reality games (ARGs) for intergenerational collaborative learning. ARGs provide an opportunity for pervasive, immersive, gameplay where cooperation and collaboration are often required. First, we describe the role of serious games for older adults and intergenerational learning. Second, we describe ARGs as a new genre of game for collaborative learning and articulate a series of design considerations for creating ARGs for intergenerational learning for youth and older adults. These focus on ways to promote collaboration, blurring the boundaries between real life and the game, utilizing collaborative storytelling, and using demographic-specific mixed media as part of ARGs. Keywords Alternate reality games • Intergenerational learning • Digital games • Older adults
Introduction Intergenerational contact is becoming increasingly limited due to age segregation through institutions, culture, change in housing situations, and other factors (Hagestad and Uhlenberg 2005). Such contact is important for the well-being of all generations. For example, previous studies have found benefits in intergenerational
S. Hausknecht (*) Sessional Instructor, Simon Fraser University, British Columbia, Canada e-mail: [email protected] C. Neustaedter Associate Professor, Simon Fraser University, British Columbia, Canada D. Kaufman Professor, Simon Fraser University, British Columbia, Canada © Springer International Publishing Switzerland 2017 M. Romero et al. (eds.), Game-Based Learning Across the Lifespan, Advances in Game-Based Learning, DOI 10.1007/978-3-319-41797-4_4
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relationships such as a higher sense of emotional well-being (Weintraub and Killian 2007) and life satisfaction (Meshel and Mcglynn 2004) in older adults, and a reduction of ageism and lower depression rates in younger generations (Ruiz and Silverstein 2007). Relationships between youth and their grandparents have been found to provide a mutual beneficial exchange of social support (Moffatt et al. 2012). On the other hand, limited intergenerational contact may contribute to ageism (prejudice against age) (Hagestad and Uhlenberg 2005). Ageist views are often more acceptable than other forms of prejudice and this can be seen through societal facets such as media representation, workplace, and institutions (Nelson 2005). Increasing intergenerational relationships may help to ease some of these perceptions (Hagestad and Uhlenberg 2005; Nelson 2005). One possibility of this is by having intergenerational groups engage meaningfully in an interactive environment where collaboration and cooperation occur. Beyond the benefit of simply interacting, they may be able to form new understandings through the coming together of differing perspectives. Furthermore, this could con
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