1. Game-based assessment of digital competencies
While our target group is clear in terms of age (55+) and general education level, digital competencies vary significantly among members of this group. Therefore, we needed to determine the actual level of digital competencies in order to accurately define the methodological approach.
To achieve this goal, we have developed and implemented a game-based assessment. The competency areas examined in this phase are based on the “European Framework of Digital Competencies of Citizens” (DigComp 2.2). Our focus is on the competence areas “search and evaluation of data and information”, “security” and “problem solving”.
We were able to use the “infinity.net” game to gain a detailed and deeper understanding of the existing digital skills in our target group and the required competencies. The results of our assessment will have an impact on the content of the learning modules that we are currently creating as part of the second project deliverable. As a result, the deployment of the learning modules will achieve much better results as their design is tailored to the specific needs of the target group.
At the same time, we have gained a lot of valuable experience in the development of games for use in assessment in general, which we are publishing in a comprehensive analysis.
2. Gamebased blended learning
We have designed a board game based on the three areas of competence mentioned in DigComp: DIGIUp! that guides players along a predefined learning path. The game starts completely analog and then gradually integrates online content (blended learning). The game is designed for small groups (2-4 players) so that there is competition, but also the opportunity for cooperation and mutual help. Players can choose different difficulty levels and use a help system if a particular challenge is too difficult. Depending on the unsolved tasks, players receive a “bridge card” that leads them to customized learning content on the Internet.
This game-based blended training has a number of different, albeit interrelated, effects. Firstly, it demonstrates the effectiveness of a game-based approach to teaching and training basic digital skills in our chosen target group. And secondly, we have already found in tests that the combination of a game-based assessment and subsequent gamified training is particularly effective and motivating.
3. Guidelines for implementation and further development
By creating guidelines, we want to enable the transferability of the methods developed and tested in the project to other areas of adult education. The implicit advantages of game-based learning – especially for the target group of older adults – are explained and illustrated with examples. In these guidelines, we have summarized our experiences in developing and testing our game-based concepts and provide practical tips for subsequent use.