Scaffolding Digital Game Design Activities Grouping Older Adults, Younger Adults and Teens Margarida Romero ( ✉ ) and Hubert Ouellet Faculté des Sciences de l‘Éducation, Université Laval, Québec, Canada {margarida.romero,hubert.ouellet}@fse.ulaval.ca Abstract. Digital game design is a complex activity relying on multiple skills of the 21 st century as such creativity, problem solving, collaboration in interdis‐ ciplinary teams and computational thinking. The complexity of the knowledge modelling and creation process, game design is a powerful learning activity that could benefit in learning from childhood to older adults. Our experiences take advantage of the digital game design as a complex learning activity and engages learners from different age groups in a joint activity. In this paper, we analyze the scaffolding process of intergenerational game design activities as an instructional learning strategy. We argue that the process could help learners from different ages and backgrounds to collaborate together in doing progressive steps through their game design process. Keywords: Older adults · Digital game design · Intergenerational learning · Knowledge creation 1 Introduction Digital ageism is a form of discrimination appearing through the use of technologies that have not been adapted for older adults or that conveys a negative image of older adults through their representation of older adults. For instance, digital games tend to convey negative images of older adults and often misrepresent this age category [1]. Intergenerational participatory game design could help overcome those issues by engaging older adults in the game design process through a collaborative approach with game designers of other age groups. Engaging teens, young and older adults in a joint game design activity allows each of the age groups to know each other better and ensure their own representativeness in the game design process and product they develop together [2, 3]. In order to explore the intergenerational game design activities as a way to avoid digital ageism and promote intergenerational learning through game design, we introduce in this paper the organization of two intergenerational game design workshop activities that have been developed during the Silver Gaming Intergenerational Summer School (SGISS) in Québec City. First, we introduce participatory game design and the learning opportunities that are introduced by this approach. Second, we describe the different phases of the game design workshop and the way each one of them has been scaffolded to better support the objectives of the activity in terms of social participation, representation of older adults and intergenerational learning [4]. © Springer International Publishing Switzerland 2016 J. Zhou and G. Salvendy (Eds.): ITAP 2016, Part I, LNCS 9754, pp. 1–8, 2016. DOI: 10.1007/978-3-319-39943-0_8 Author Proof