Intergenerational collaborative dynamics in digital game design learning: A sequential analysis of communication patterns

Abstract

BACKGROUND: This study investigates the collaborative communication dynamics between older and younger adults in a digital game design learning environment, utilizing progressive sequential analysis. While previous research has explored communication patterns in digital games, little attention has been given to intergenerational interactions. OBJECTIVES: To examine how intergenerational communication dynamics differ between high- and low-performance groups in a collaborative digital game design setting. METHODS: Participants included nine young adults (mean age 21.22 years) and seven older adults (mean age 62.33 years). Based on game design presentation outcomes, participants were categorized into high- and low-performance groups. Communication patterns were analyzed using sequential analysis. RESULTS: The results reveal distinct communication behaviors: high-performing groups exhibited balanced power dynamics, with both older and younger participants engaging in direct exchanges, while low-performing groups struggled with digressions and conflict-related withdrawal, particularly among older adults. The high-performance group also demonstrated a notable evolution in older adults' communication styles, shifting from initial reluctance to active responsiveness. CONCLUSIONS: These findings underscore the nature of intergenerational collaboration and emphasize the importance of effective communication strategies in enhancing participation in digital learning environments.

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