Browsing by Author "Lacomba-Arnau, Elena"
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- A Board Game Performance Index – a disruptive innovation to assess people with dementia with different apathy levelsPublication . Rosa, Marlene; Lopes, Susana; Martins, Natália; Lacomba-Arnau, ElenaTraditional observation scales could be subjective and less sensitive to behavioural changes in people with dementia with different levels of apathy. This pilot study aims to explore if there is a difference in a comprehensive game index between people with dementia with different levels of apathy. Patients with dementia were recruited and thirteen were selected for this study. Sociodemographic data, apathy levels (APADEM) and a game performance index were collected. Patients were divided into two groups according to the percentile 50 in APADEM and the game performance index was compared. Results demonstrated that patients with different levels of apathy have significant differences in the Board Game Performance Index. Future studies should explore other dimensions in a comprehensive game index and strengthen the methodology with a more representative sample of people with dementia.
- Level up! How Gamed-Based Activities Transform Learning and Alleviate Stress in Institutionalized ElderlyPublication . Lacomba-Arnau, Elena; Ribeiro, Anaísa; Sabino, Raquel; Pinheiro, Rafael; Lopes, Susana; Gaspar, Marisa; Navarro-Mateos, Carmen; Sousa, Micael; Rosa, MarleneMental health issues are a critical concern for the elderly, as the inability to manage stress during stimulation activities can significantly impair their ability to accept and effectively learn new tasks, thereby affecting their performance in daily life activities. Serious games are increasingly recognized as valuable in the context of rehabilitation; however, there is a paucity of studies examining how elderly individuals manage stress and learn in regular practice using such games. In this study, 10 institutionalized elderly participants underwent 6 game-based stimulation sessions playing the serious games Ta!Ti! and Mexerico. Learning variables, including time and error rates, were assessed at baseline (T0), mid-point (T1), and the final session (T2), along with stress management indicators, specifically cortisol levels, at T0 and T2. The findings revealed that learning profiles improved throughout the program, with more pronounced gains observed initially. Additionally, stress levels decreased following each game-based session. The study identified significant relationships between stress management and learning profiles, suggesting that game-based activities can effectively enhance both learning outcomes and stress reduction in the elderly.