21c04a38a0e098c02e35ea6e392972aa MTI_v9n6_y2025_designing.pdf 279b402f621f7d914e25ad292e16ef93f5571d89 MTI_v9n6_y2025_designing.pdf 414b3ea82b933016e321c41fcbb3e40fa8240c07538727d4295570fd48039666 MTI_v9n6_y2025_designing.pdf Title: Designing Gamified Intergenerational Reverse Mentorship Based on Cognitive Aging Theory Subject: 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. Keywords: cognitive aging theory; user experience design; age-friendly design;gamification design; digital literacy for older adults Author: Sijie Sun Creator: LaTeX with hyperref Producer: pdfTeX-1.40.25 CreationDate: Thu Jun 19 08:26:24 2025 CEST ModDate: Thu Jun 19 08:36:41 2025 CEST Custom Metadata: no Metadata Stream: no Tagged: no UserProperties: no Suspects: no Form: none JavaScript: no Pages: 28 Encrypted: no Page size: 595.276 x 841.89 pts (A4) Page rot: 0 File size: 3430024 bytes Optimized: no PDF version: 1.7 name type encoding emb sub uni object ID ------------------------------------ ----------------- ---------------- --- --- --- --------- OLVREA+URWPalladioL-Roma Type 1 Custom yes yes yes 10 0 RARLAP+URWPalladioL-Bold Type 1 Custom yes yes yes 16 0 NOQEUM+URWPalladioL-Ital Type 1 Custom yes yes yes 21 0 OCLMAE+TimesNewRoman TrueType WinAnsi yes yes no 67 0 OCLKHG+PalatinoLinotype TrueType WinAnsi yes yes no 70 0 FEEGCC+MSMincho CID TrueType Identity-H yes yes yes 84 0 FEEEEG+PalatinoLinotype TrueType WinAnsi yes yes no 90 0 FEEGCC+MSMincho CID TrueType Identity-H yes yes yes 98 0 FEEEEG+PalatinoLinotype TrueType WinAnsi yes yes no 104 0 FEEGAC+TimesNewRoman TrueType WinAnsi yes yes no 112 0 FEEGCC+MSMincho CID TrueType Identity-H yes yes yes 115 0 FEEEEG+PalatinoLinotype TrueType WinAnsi yes yes no 121 0 FEEGAC+TimesNewRoman TrueType WinAnsi yes yes no 129 0 FEEGCC+MSMincho CID TrueType Identity-H yes yes yes 132 0 FEEEEG+PalatinoLinotype TrueType WinAnsi yes yes no 138 0 FEEGAC+TimesNewRoman TrueType WinAnsi yes yes no 146 0 FEEGCC+MSMincho CID TrueType Identity-H yes yes yes 149 0 FEEEEG+PalatinoLinotype TrueType WinAnsi yes yes no 155 0 FKKLKU+CMSY10 Type 1 Builtin yes yes yes 164 0 OCLKHG+PalatinoLinotype TrueType WinAnsi yes yes no 174 0 ZIPEAN+EURM10 Type 1 Builtin yes yes yes 188 0 OCLKHG+PalatinoLinotype TrueType WinAnsi yes yes no 201 0 OCLKHG+PalatinoLinotype TrueType WinAnsi yes yes no 212 0 OCLKHG+PalatinoLinotype TrueType WinAnsi yes yes no 226 0 OCLKHG+PalatinoLinotype TrueType WinAnsi yes yes no 243 0 OCLKHG+PalatinoLinotype TrueType WinAnsi yes yes no 257 0 OCLKHE+PalatinoLinotype,Bold TrueType WinAnsi yes yes no 268 0 OCLKHG+PalatinoLinotype TrueType WinAnsi yes yes no 271 0 WBVKDJ+URWPalladioL-BoldItal Type 1 Custom yes yes yes 280 0 OCLKHG+PalatinoLinotype TrueType WinAnsi yes yes no 290 0 Jhove (Rel. 1.28.0, 2023-05-18) Date: 2025-07-09 02:41:20 CEST RepresentationInformation: MTI_v9n6_y2025_designing.pdf ReportingModule: PDF-hul, Rel. 1.12.4 (2023-03-16) LastModified: 2025-07-08 15:08:39 CEST Size: 3430024 Format: PDF Version: 1.7 Status: Well-Formed and valid SignatureMatches: PDF-hul MIMEtype: application/pdf PDFMetadata: Objects: 537 FreeObjects: 1 IncrementalUpdates: 0 DocumentCatalog: PageLayout: SinglePage PageMode: UseNone Outlines: Item: Title: Introduction Destination: section.1 Item: Title: Literature Review Destination: section.2 Children: Item: Title: Background Dimension: Older Adults’ Digital Literacy and Intergenerational Digital Reverse Mentorship in the Context of the Digital Divide Destination: subsection.2.1 Item: Title: Theoretical Dimension: The Dual-Drive Framework of Cognitive Aging Theory and User Experience Design Theory Destination: subsection.2.2 Item: Title: Technical Dimension: The Integration of Gamification and Aging-Friendly Design Destination: subsection.2.3 Item: Title: Materials and Methods Destination: section.3 Children: Item: Title: Research Design Destination: subsection.3.1 Children: Item: Title: Phase One: Analysis Phase Destination: subsubsection.3.1.1 Item: Title: Phase Two and Three: Design and Development Phase Destination: subsubsection.3.1.2 Item: Title: Phases Four and Five: Implementation and Evaluation Destination: subsubsection.3.1.3 Item: Title: Data Analysis Destination: subsection.3.2 Item: Title: Results Destination: section.4 Children: Item: Title: Findings from the Analysis Phase Destination: subsection.4.1 Item: Title: Results from the Design and Development Phases Destination: subsection.4.2 Item: Title: Results from the Implementation and Evaluation Phases Destination: subsection.4.3 Item: Title: Discussion Destination: section.5 Children: Item: Title: Effectiveness of the Intergenerational Digital Mentorship Model Destination: subsection.5.1 Item: Title: Skill Acquisition and Learning Experience Destination: subsection.5.2 Item: Title: Comparison with Existing Research Destination: subsection.5.3 Item: Title: Research Limitations and Future Directions Destination: subsection.5.4 Item: Title: Conclusions Destination: section.6 Item: Title: References Destination: section.7 Info: Title: Designing Gamified Intergenerational Reverse Mentorship Based on Cognitive Aging Theory Author: Sijie Sun Subject: 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. 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