Author(s): Lacomba-Arnau, Elena ; Ribeiro, Anaísa ; Sabino, Raquel ; Pinheiro, Rafael ; Lopes, Susana ; Gaspar, Marisa ; Navarro-Mateos, Carmen ; Sousa, Micael ; Rosa, Marlene
Date: 2025
Persistent ID: http://hdl.handle.net/10400.8/13931
Origin: IC-online
Subject(s): Elderly; Game-Based Intervention; Learning; Serious Games
Mental health issues are a critical concern for the elderly, as the inability to manage stress during stimulation activities can significantly impair their ability to accept and effectively learn new tasks, thereby affecting their performance in daily life activities. Serious games are increasingly recognized as valuable in the context of rehabilitation; however, there is a paucity of studies examining how elderly individuals manage stress and learn in regular practice using such games. In this study, 10 institutionalized elderly participants underwent 6 game-based stimulation sessions playing the serious games Ta!Ti! and Mexerico. Learning variables, including time and error rates, were assessed at baseline (T0), mid-point (T1), and the final session (T2), along with stress management indicators, specifically cortisol levels, at T0 and T2. The findings revealed that learning profiles improved throughout the program, with more pronounced gains observed initially. Additionally, stress levels decreased following each game-based session. The study identified significant relationships between stress management and learning profiles, suggesting that game-based activities can effectively enhance both learning outcomes and stress reduction in the elderly.
