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Systematic review on health literacy through game-based educational interventions in older adults.

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Title: Systematic review on health literacy through game-based educational interventions in older adults.
Authors: Liang, Ming-Hao (AUTHOR), Kuo, Shu-Hsin (AUTHOR)
Source: Educational Gerontology. Jan2026, Vol. 52 Issue 1, p71-84. 14p.
Subjects: Health literacy, Mobile apps, Self-efficacy, CINAHL database, Educational technology, Systematic reviews, MEDLINE, Motivation (Psychology), Health education, Computer assisted instruction, Learning strategies, Health promotion, Online information services, Adult education, Video games
Geographic Terms: Taiwan
Abstract: Health literacy plays a crucial role in individual health decision making and actions, directly impacting personal health outcomes. Game-based educational interventions have emerged as new tools to motivate learning among older adults for health literacy promotion programs. However, it remains unclear whether these game-based strategies apply to health promotion interventions targeting the older adult population. This review explores the use of game-based interventions and aims to identify the strategies used in game-based educational interventions to promote health literacy among older adults. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, a systematic review was performed by searching the Airiti Library (CEPS), CINAHL, PubMed and the Web of Science Core Collection (2013-2023). Of the 814 identified records, studies with unrelated topics, literature reviews, and those that did not provide specific details on the gaming methods were excluded. Eleven studies were included in the review. The results demonstrate that game-based educational interventions can address the four components of attention, relevance, confidence, and satisfaction with 12 gamification elements, including suitability, sensation, competition/cooperation, storyline, realism, daily life practice, similar framework, level, instructor, acknowledgment, empowerment, and social interaction. Game-based interventions improve health literacy by generating data focused on older adults. Gamification elements can be used as curriculum-linked tools to improve adult education and add value to the pursuit of educational goals in communities. [ABSTRACT FROM AUTHOR]
Copyright of Educational Gerontology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Systematic review on health literacy through game-based educational interventions in older adults.
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  Data: <searchLink fieldCode="AR" term="%22Liang%2C+Ming-Hao%22">Liang, Ming-Hao</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kuo%2C+Shu-Hsin%22">Kuo, Shu-Hsin</searchLink> (AUTHOR)
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  Label: Abstract
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  Data: Health literacy plays a crucial role in individual health decision making and actions, directly impacting personal health outcomes. Game-based educational interventions have emerged as new tools to motivate learning among older adults for health literacy promotion programs. However, it remains unclear whether these game-based strategies apply to health promotion interventions targeting the older adult population. This review explores the use of game-based interventions and aims to identify the strategies used in game-based educational interventions to promote health literacy among older adults. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, a systematic review was performed by searching the Airiti Library (CEPS), CINAHL, PubMed and the Web of Science Core Collection (2013-2023). Of the 814 identified records, studies with unrelated topics, literature reviews, and those that did not provide specific details on the gaming methods were excluded. Eleven studies were included in the review. The results demonstrate that game-based educational interventions can address the four components of attention, relevance, confidence, and satisfaction with 12 gamification elements, including suitability, sensation, competition/cooperation, storyline, realism, daily life practice, similar framework, level, instructor, acknowledgment, empowerment, and social interaction. Game-based interventions improve health literacy by generating data focused on older adults. Gamification elements can be used as curriculum-linked tools to improve adult education and add value to the pursuit of educational goals in communities. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Educational Gerontology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1080/03601277.2025.2470273
    Languages:
      – Code: eng
        Text: English
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        PageCount: 14
        StartPage: 71
    Subjects:
      – SubjectFull: Health literacy
        Type: general
      – SubjectFull: Mobile apps
        Type: general
      – SubjectFull: Self-efficacy
        Type: general
      – SubjectFull: CINAHL database
        Type: general
      – SubjectFull: Educational technology
        Type: general
      – SubjectFull: Systematic reviews
        Type: general
      – SubjectFull: MEDLINE
        Type: general
      – SubjectFull: Motivation (Psychology)
        Type: general
      – SubjectFull: Health education
        Type: general
      – SubjectFull: Computer assisted instruction
        Type: general
      – SubjectFull: Learning strategies
        Type: general
      – SubjectFull: Health promotion
        Type: general
      – SubjectFull: Online information services
        Type: general
      – SubjectFull: Adult education
        Type: general
      – SubjectFull: Video games
        Type: general
      – SubjectFull: Taiwan
        Type: general
    Titles:
      – TitleFull: Systematic review on health literacy through game-based educational interventions in older adults.
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            NameFull: Liang, Ming-Hao
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            NameFull: Kuo, Shu-Hsin
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            – D: 01
              M: 01
              Text: Jan2026
              Type: published
              Y: 2026
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