Search Results (2)

With the intensification of population aging, elderly individuals face significant barriers in learning digital skills, leading to a widening digital divide. Based on Cognitive Aging Theory, this study proposes and validates an original paradigm called Structured Gamified Intergenerational Digital Reverse Mentorship to enhance digital literacy among the elderly. Cognitive Aging Theory suggests that due to declines in memory, attention, and executive function, older adults encounter challenges when learning new technologies, while gamified learning combined with intergenerational interaction can help reduce cognitive load and increase learning motivation. This study designed a collaborative gamified digital reverse mentorship application, “Digital Bridge”, and employed a randomized controlled trial method, assigning 90 participants aged 60 and above into three groups: the traditional digital mentorship group (Group A), the independent gamified learning group (Group B), and the collaborative gamified digital mentorship group (Group C). Each intervention session lasted 30 min and was conducted in a controlled environment. Experimental results showed that Group C significantly outperformed Groups A and B in digital skill acquisition, user experience, and learning motivation (p < 0.001), indicating that the combination of gamified learning and intergenerational interaction effectively enhances learning interest, reduces learning anxiety, and improves skill transferability. This study provides a new approach to elderly digital literacy education and offers theoretical and practical support for the design of future age-friendly digital learning tools. Full article

Introduction: Indigenous peoples have documented their culture’s history in oral stories, revealing lessons about holistic relationships fostering perseverance. Despite vast differences in time, relationships and stories are equally important today. Athabascans retain their values, life skills, and wellness through cultural practices. Creating opportunities for youths to learn through reciprocal relationships increases wellness in Indigenous communities, highlighting the significance of community-developed programs that connect youths to their place and culture. Method: Athabascan youths in rural Alaska get hands-on experience and Elder mentorship working with sled dogs in the Frank Attla Youth and Sled Dog Care-Mushing Program (FAYSDP). Through a community-based participatory research partnership with the community of Huslia and Jimmy Huntington School, we examined how FAYSDP affects youths, and how relationships within culture and land promote wellbeing. Fifteen middle and high-school youths shared their perspectives on how FAYSDP impacts them and their community using photovoice and digital storytelling. Nineteen adults contributed their perspectives in focus groups. We used emerging themes (inductive) and Athabascan cultural values and elements of social capital (deductive approaches) to analyze the qualitative data. Results: Findings illustrate how FAYSDP promotes wellbeing by empowering youths to apply what they learn to generate their own knowledge, while centering communities around culturally significant practices such as dog mushing. It connects youths to their home and their cultural values, using dogs as the driving force to bridge generations and foster youth wellness. Discussion: We discuss implications for community-based programs that engage Elders as teachers and the land as their classroom to promote youth holistic wellness. Full article