Usability and Learning Outcomes of a Cybersafety Card Game for Older Adults and Digital Educators

Authors:  Jacob Camilleri, Ashley Sheil, Michelle O'Keeffe, Moya Cronin, Melanie Gruben, Hazel Murray

Organisation:  Munster Technological University, Cork

Digital inequality remains a significant barrier for many older adults, limiting their ability to navigate online spaces securely and confidently while increasing their susceptibility to cyber threats. In response, we propose a novel shedding-type card game for older adults to conceptually learn and reinforce cyber hygiene practices in educational settings. The cybersafety game addresses four key topics: handling scams, password management, responding to cyber attacks, and staying private. We asked digital educators to participate as players alongside older adults (𝑛 = 16). Departing from their usual role as teachers, they collaborated and shared a unique learning experience. Rather than treating participants as passive recipients of knowledge, the game facilitated shared dialogue, reflexivity, and collaboration between stakeholders. A mixed-method approach of think-aloud playtesting, semi-structured interviews, and surveys was adopted to evaluate the game’s reception and impact. Participants reported highly favourable gameplay experiences and found the cybersafety advice useful. This research reflects the principles of engaged participatory research by actively involving both digital educators and older adults in the co-learning process. Player feedback directly informed game modifications to further enhance the game’s usability and educational value.