The attitudes, impact, and learning needs of older adults using apps on touchscreen mobile devices: Results from a pilot study

Chiu, Ching-Ju; Hu, Yi‐Han; Lin, Dai-Chan; Chang, Fang‐Yu; Chang, Cheng-Sian; Lai, Cheng-Fung

doi:10.1016/j.chb.2016.05.020

Cited by 92 publications

(127 citation statements)

References 42 publications

Supporting

Mentioning

117

Contrasting

Unclassified

Order By: Relevance

“…For instance, some of Older adults learning technology our participants were using technology to shop online, book trips, listen to music, watch videos, play games, and participate in community engagement. While our study did not measure changes in psychological well-being or attitudes toward technology, Chiu et al (2016) found that older adults' perceptions of internet using opportunities via touch screen devices were most positive in the areas related to expanding social networking, gathering useful information, leisure, life enrichment, improved physical health, and happiness. Chiu et al (2016) used self-directed learning strategies in a small group setting to teach older adults how to use applications for entertainment, health, social media, and transportation; this intervention was found to significantly reduce depressive symptoms among older adults.…”

Section: Discussionmentioning

confidence: 71%

“…While our study did not measure changes in psychological well-being or attitudes toward technology, Chiu et al (2016) found that older adults' perceptions of internet using opportunities via touch screen devices were most positive in the areas related to expanding social networking, gathering useful information, leisure, life enrichment, improved physical health, and happiness. Chiu et al (2016) used self-directed learning strategies in a small group setting to teach older adults how to use applications for entertainment, health, social media, and transportation; this intervention was found to significantly reduce depressive symptoms among older adults. Our study also uses self-directed learning strategies but provides the opportunity for one-on-one or small group learning, mirroring recommendations from Betts and colleagues (2017).…”

Section: Discussionmentioning

confidence: 71%

See 1 more Smart Citation

Older adults learning technology in an intergenerational program: Qualitative analysis of areas of technology requested for assistance

LoBuono¹,

Leedahl²,

Maiocco³

2019

Gerontechnology

View full text Add to dashboard Cite

Older adults learning technology in an intergenerational program: Qualitative analysis of areas of technology requested for assistance. Gerontechnology 2019;18(2):97-107; https://doi.org/10.4017/gt.2019.18.2.004.00 Adults 65 and older are adapting to technology at a slower rate compared to the overall population. Research has shown that programs can assist older adults in learning and embracing technology. However, little information exists about what specific forms of technology older adults are interested in learning and for what purposes. To describe areas of technology older adults are interested in learning and why this study examined qualitative data from an intergenerational service-learning program in which students in higher education assist and mentor older adults with and about technology that older adults want to learn. Data was analyzed from in-depth observation logs maintained by students after each educational session. Eight themes emerged related to areas of technology older adults were interested in learning about: basic functions, staying connected, organization, leisure, managing photos, productivity, managing money, and health. Of the 827 total phrases coded, the top themes related to technology use were: basic function (28%), staying connected (23%), and organization (15%). The majority of older adults requested help with their devices' basic functions, including an orientation to mobile devices, tablet and/or computer, making tactile functions easier, creating accounts, setting and restoring passwords, and understanding basic cyber security. Findings from this study reinforce that older adults are interested in learning the technology basics, which may lead to utilization of technology for social, civic, and productive engagement purposes in addition to managing health. This study provides valuable information for organizations that help older adults learn technology and for entities that design technology or want to increase technology adoption for older adults.

show abstract

Section: Discussionmentioning

confidence: 71%

Section: Discussionmentioning

confidence: 71%

Older adults learning technology in an intergenerational program: Qualitative analysis of areas of technology requested for assistance

LoBuono¹,

Leedahl²,

Maiocco³

2019

Gerontechnology

View full text Add to dashboard Cite

show abstract

“…Thus, it is important to train students and teachers how to effectively use these technologies. [64,65] The findings from this study revealed that nurse educators used various teaching strategies, including formal and core lectures, group discussions, small group activities, selfdirected learning, simulations, videos, role play, brainstorming, workbooks, projects, case studies, portfolios and research. In a study conducted by Tiru, [66] it was found that teachers use different facilitation strategies based on various factors, such as the level of the study of the students, and type of the educational activities.…”

Section: Discussionmentioning

confidence: 99%

Facilitation strategies used in e-learning by nurse educators in Rwanda

Harerimana¹,

Mtshali²

2017

JNEP

View full text Add to dashboard Cite

Knowledge and skills for teachers to deliver course contents in an e-learning environment is essential. Information Communication Technology (ICT) is being increasingly used in tertiary education as it is flexible and offers many possibilities to meet the needs of a large number of learners. The implementation of e-learning platforms in Rwanda in 2012 for nursing and midwifery instruction has had a positive impact on the quality of nursing education. Educators' facilitation skills play an important role in motivating students in the computer-mediated learning environment. The aim of this paper is to explore the facilitation strategies used in e-learning by nurse educators in Rwanda. A non-experimental quantitative design was used, with 44 nurse educators from three campuses completing the research instruments. The results from this study indicated that the majority of the participants (84.1%) had the same vision of integrating ICT in teaching and learning as their colleagues, the institutional administration, and other staff. 97.7% used computers and/or the internet to prepare lesson and deliver instructions 95.5% reported using facilitation strategies of self-directed learning, 93.2% case studies, 88.6% group discussions, 81.8% small group activities, 72.7% formal lectures, 70.5% role play, 68.2% brainstorming, 63.6% situations of integration, and 63.6% videos. An average of 50% reported using research, and 43.2% workbooks. 27.3% used projects, 25% core lectures, and 11.4% Portfolio. E-learning requires a comprehensive approach of incorporating ICT in teaching and learning. The success of e-learning does not only depend on technological tools available, but also on the pedagogical design, with teachers being required to use innovative teaching approaches to deliver their course contents.

show abstract

“…Gerontechnology is now closely linked to digital inclusion and digital literacy, with increasing potential to reduce isolation, improve and maintain well-being in older adults 24 .…”

Section: Digital Literacymentioning

confidence: 99%

Strategies for enhancing success in digital tablet use by older adults: A pilot study

Fletcher-Watson¹,

Crompton²,

Hutchison³

et al. 2016

Gerontechnology

View full text Add to dashboard Cite

Building on recent digital literacy initiatives, three strategies were identified for exploration, relating to successful use of digital tablets by older adults who lacked previous experience. The questions under investigation were: What are the implications of one-to-one support for self-efficacy and promoting attendance at digital literacy sessions? Could free tablets assist in overcoming economic and social barriers to participation? By what means could age-related physical problems with digital technology be combated? Method Between June and July 2016, eight older adults (five men and three women aged 70 to 87) attended a six-week course in digital literacy, supported by four volunteer tutors. Tablets were loaned to participants who did not own a device. A variety of accessories, such as styluses and hard cases, were discussed and shared. Results and discussion Weekly attendance was almost 100%, with no participants withdrawing from the course, and only occasional absences due to other commitments. The group displayed a wide spectrum of ability, from complete beginners to regular computer users, although all participants initially rated themselves as unconfident in relation to tablets. By the end of the course, self-efficacy had increased from 44% to 71%. Accessories proved popular with a number of participants, particularly for those with fine motor control issues. Conclusion Teams of tutors may promote attendance in comparison to lone-tutor-led classes or peer learning scenarios, and have the potential to impact positively on perceptions of self-efficacy. For older adults, particularly those from areas of multiple deprivations, access to free or borrowed devices may be key to participation, although a lack of access to home broadband can reduce ability to practice new skills between sessions. Modern capacitive screens offer reduced haptic feedback by comparison with the resistive screens on older mobile devices, leading some older adults to require further accessories in order to engage successfully with tablet computers.

show abstract

The attitudes, impact, and learning needs of older adults using apps on touchscreen mobile devices: Results from a pilot study

Cited by 92 publications

References 42 publications

Older adults learning technology in an intergenerational program: Qualitative analysis of areas of technology requested for assistance

Older adults learning technology in an intergenerational program: Qualitative analysis of areas of technology requested for assistance

Facilitation strategies used in e-learning by nurse educators in Rwanda

Strategies for enhancing success in digital tablet use by older adults: A pilot study

Contact Info

Product

Resources

About