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Background A number of real-world digital literacy training programs exist to support engagement with mobile devices, but these have been understudied. Objective The purpose of this study was to examine the effectiveness and program acceptability of a digital skills training program among middle-aged and older adults (aged ≥50 years) and to gather participants’ recommendations for lifelong digital skills promotion. Methods The Gluu Essentials digital skills training program includes learning resources to support tablet use. Through pre-post surveys, this study assessed mobile device proficiency, confidence in going online and in avoiding frauds and scams, the frequency of engaging in online activities, program engagement, acceptability, and suggestions for continued support. Results A total of 270 middle-aged and older adults completed baseline surveys. Of these 270 participants, 145 (53.7%) completed follow-up surveys. Our findings indicate that mobile device proficiency increased (P<.001), whereas confidence was unchanged. Participants also reported going online more frequently to shop (P=.01) and access government services (P=.02) at follow-up. Program engagement varied considerably, but program acceptability was high. Participants’ recommendations included the need for providing ongoing programs for support and training because technology constantly changes, reducing costs for technology and internet access, and keeping learning resources simple and easy to access. Conclusions The Gluu Essentials digital skills training program increased mobile device proficiency and frequency of web-based activities (shopping and accessing government services) among middle-aged and older adults.
Background A number of real-world digital literacy training programs exist to support engagement with mobile devices, but these have been understudied. Objective The purpose of this study was to examine the effectiveness and program acceptability of a digital skills training program among middle-aged and older adults (aged ≥50 years) and to gather participants’ recommendations for lifelong digital skills promotion. Methods The Gluu Essentials digital skills training program includes learning resources to support tablet use. Through pre-post surveys, this study assessed mobile device proficiency, confidence in going online and in avoiding frauds and scams, the frequency of engaging in online activities, program engagement, acceptability, and suggestions for continued support. Results A total of 270 middle-aged and older adults completed baseline surveys. Of these 270 participants, 145 (53.7%) completed follow-up surveys. Our findings indicate that mobile device proficiency increased (P<.001), whereas confidence was unchanged. Participants also reported going online more frequently to shop (P=.01) and access government services (P=.02) at follow-up. Program engagement varied considerably, but program acceptability was high. Participants’ recommendations included the need for providing ongoing programs for support and training because technology constantly changes, reducing costs for technology and internet access, and keeping learning resources simple and easy to access. Conclusions The Gluu Essentials digital skills training program increased mobile device proficiency and frequency of web-based activities (shopping and accessing government services) among middle-aged and older adults.
Background: Considering the growing population of older adults, addressing the influence of loneliness among this demographic group has become imperative. Especially considering the link between social isolation and deterioration of mental and physical well-being. Technology has the potential of creating innovative solutions to increase socialization and potentially promote healthy aging.Objective: This 6-month study examines the usability and acceptability of a technology-based socialization service and explores how stress and living conditions affect user perception of the older adult and his/her ecosystem, investigating cross-sectional and longitudinal differences among and across user groups.Methods: Participants were recruited in Tuscany and Apulia (Italy) in a network of social cooperatives and a research hospital respectively. A total of 20 older adults (OA) were provided with the same technology installed on a tablet and on a smart TV. The technology has three functionalities: video-calling, games and sharing news. Additionally, 20 informal caregivers (IC) and 13 formal caregivers (FC) connected to the OA were included in the study. After the training in the use of the system (T0) and after 6 months of use (T6) questionnaires on usability, acceptability and technostress were filled in by OA, IC and FC. Nonparametric or parametric tests were conducted to investigate group differences at both time points and changes over time. Additional analyses on OA were done to assess whether differences on usability and acceptability were related to living conditions (ie, alone or with somebody). Furthermore, correlation analyses were performed between usability, acceptability and stress towards technology at T0 and T6.Results: At both T0 and T6 OA had lower usability score than IC and FC and higher anxiety than the IC. Over time, there was a significant decrease in the OA's scores of attitudes towards technology (T0 median 4.2, IQR 0.5; T6 median 3.7, IQR 0.8; Cohen d=0.7), yet for IC and FC there was no change. At T0, those living alone had lower acceptability than those living with somebody, at T6 the difference disappeared. People or participants living with somebody had a decline in anxiety, attitudes towards technology, enjoyment and perceived usefulness. Stress towards technology affected usability and acceptability in the OA group entering the study (?=-0.85), but not after 6 months. In the IC group stress affected trust at T0 (?=-0.23), but not at T6. Conclusions:Entering the study, OA judged the system to be less usable and more stressful than the caregivers. Indeed, technostress correlated with usability and acceptability. Yet, with repeated use technostress does not influence the perception of
BACKGROUND A number of real-world digital literacy training programs exist to support engagement with mobile devices, but these have been understudied. OBJECTIVE The purpose of this study was to examine the effectiveness and program acceptability of a digital skills training program among middle-aged and older adults (aged ≥50 years) and to gather participants’ recommendations for lifelong digital skills promotion. METHODS The Gluu Essentials digital skills training program includes learning resources to support tablet use. Through pre-post surveys, this study assessed mobile device proficiency, confidence in going online and in avoiding frauds and scams, the frequency of engaging in online activities, program engagement, acceptability, and suggestions for continued support. RESULTS A total of 270 middle-aged and older adults completed baseline surveys. Of these 270 participants, 145 (53.7%) completed follow-up surveys. Our findings indicate that mobile device proficiency increased (<i>P</i><.001), whereas confidence was unchanged. Participants also reported going online more frequently to shop (<i>P</i>=.01) and access government services (<i>P</i>=.02) at follow-up. Program engagement varied considerably, but program acceptability was high. Participants’ recommendations included the need for providing ongoing programs for support and training because technology constantly changes, reducing costs for technology and internet access, and keeping learning resources simple and easy to access. CONCLUSIONS The Gluu Essentials digital skills training program increased mobile device proficiency and frequency of web-based activities (shopping and accessing government services) among middle-aged and older adults.
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