Ageing Simulation Games: A Module for Enhancing Students’ Understanding of Older Adults

Abstract

Singapore’s rapidly ageing population requires a sufficient number of care providers trained to aid older adults in Singapore. Accordingly, it is imperative that gerontological educators help undergraduate students overcome misconceptions about ageing and dispel any stigma associated with ageing. A simulation-related experiential-learning technique may be a suitable response to such need. This study was conducted to determine if ageing simulation games (Pacala,2003) could yield positive results in increasing students’ interest in working with older adults after graduation, change their attitudes toward older adults, broaden their gerontological knowledge, and decrease their anxiety over ageing. Thirty-nine third- and fourth-year social work students who took the elective module of Social Gerontology completed the ageing simulation games consisting of three sessions. Four outcomes were measured three times: during weeks one, five, and twelve. The paired t-tests proved that the module of Social Gerontology combined with ageing simulation games was effective in enhancing students’ interest in, attitudes toward, and gerontological knowledge about older adults and their experiences. The module also showed a reduction in students’ anxieties on ageing. Overall, the study demonstrated the effectiveness of gerontology education when combined with the innovative education method of ageing simulation games. Such games were found to be effective teaching mechanisms to help young students develop experiential learning on ageing.