Gaming may not primarily be associated with the elderly part of the population, but senior gamers represent a growing proportion. Evaluating the applicability of educational games across the lifespan is therefore crucial to better understand potential requirements in different domains and age groups. The current study applied a math learning game to participants from 19 to 79 years of age. We examined age-related differences along three domains: cognition, as measured by in-game performance, basic player experience with the game, and general player attitudes towards technology. Analyses of performance metrics related to speed clearly reflected an age-related decline, well in line with known effects from cognitive ageing. In contrast, errormetrics were associated with educational background. At the player experience level, however, we found no differences across the lifespan. All participants rated the game equally (positive). Furthermore, our results showed that attitudes towards technology only differed occasionally, for instance, senior participants seemed to be more technologically interested. Taken together, scoring systems as well as other in-game metrics based on performance, especially related to speed, should be adapted appropriately to player’s age. Finally, elderly players’ experience with the game and overall attitudes towards technology appeared comparable to other younger age

中文翻译：

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表现各异，经验丰富：成年后一直使用的学习游戏

游戏可能并不主要与老年人群有关，但高级游戏玩家所占比例越来越高。因此，评估教育游戏在整个生命周期中的适用性对于更好地了解不同领域和年龄组的潜在需求至关重要。当前的研究将数学学习游戏应用于19至79岁的参与者。我们研究了与年龄相关的三个方面的差异：通过游戏内表现衡量的认知度，游戏基本玩家体验以及一般玩家对技术的态度。与速度相关的绩效指标分析清楚地反映了与年龄相关的下降，这与认知老龄化的已知效应十分吻合。相反，错误度量与教育背景有关。但是，在玩家体验方面，我们发现整个寿命没有差异。所有参与者对游戏的评价均等（正面）。此外，我们的结果表明，对技术的态度仅偶尔有所不同，例如，高级参与者似乎对技术更感兴趣。综上所述，计分系统以及其他基于性能的游戏指标（尤其是与速度相关的指标）应适合玩家的年龄。最后，老年玩家的游戏体验和对技术的总体态度似乎可以与其他年轻人媲美 计分系统以及其他基于性能的游戏指标（尤其是与速度相关的指标）应适合玩家的年龄。最后，老年玩家的游戏体验和对技术的总体态度似乎可以与其他年轻人媲美 计分系统以及其他基于性能的游戏指标（尤其是与速度相关的指标）应适合玩家的年龄。最后，老年玩家的游戏体验和对技术的总体态度似乎可以与其他年轻人媲美