Abstract
Intergenerational programs are increasingly being implemented across the country. Much of the research on these programs has shown beneficial outcomes for students related to reductions in aging stereotypes, but less in-depth research has been done examining older adult outcomes (see Andreoletti & Howard, 2016 for a review). Currently, faculty and students from the University of Rhode Island (URI) are implementing the Engaging Generations: Cyber-Seniors Program, which connects older adults with student mentors to provide technological support to older adults, help students build communication and teaching skills, and overall build positive intergenerational relations. The aim of this study was to evaluate the outcomes of intergenerational programming participation for older adults (N=41) related to social isolation, loneliness, social engagement, and digital competency, measured using pre and post surveys given to participants. SPSS software was used to conduct descriptive analysis, t Tests, and one-way ANOVAs. Thematic analysis was used to analyze open-ended participant responses. Results showed significant improvements on items of the digital competency scale, particularly in relation to social media and for those who started with lower levels of digital competence, but not for other measures. Qualitative analysis showed that the older adults valued the technological knowledge gained, and the pleasant interactions and pedagogy. This study advances the engagement theory principle of problem-based learning. Much can be learned from both the significant and non-significant results to help inform intergenerational programming and technology support programs for older adults.
Highlights
Statement of the Problem Under the assumption of an existing and ever increasing generational gap, intergenerational service-learning projects and courses are being implemented to connect students and older adults
Through an evaluation of the University of Rhode Island’s (URI) Engaging Generations Program: CyberSeniors, a program that connects university students with older adults for student-led technological instruction, the aim of this study is to determine if participating in an intergenerational program reduces social isolation and loneliness, and increases social engagement and digital competency for the older adult participants
The aims of the study were to examine who participated in the program, determine if there was a statistically significant increase or decrease between pre/posttest scores on selected measures, and to thematically analyze perceived impacts of the program
Summary
Statement of the Problem Under the assumption of an existing and ever increasing generational gap, intergenerational service-learning projects and courses are being implemented to connect students and older adults. While studies have shown benefits to participation (see Andreoletti & Howard, 2016 for a review), most research has focused on student outcomes, and the few assessments of older adult outcomes have found neutral to mildly positive results (Roodin, Brown, & Shedlock, 2013). A couple of studies that focused on the program impact on older adults noted reduced depression and negative self-perceptions (Hernandez & Gonzalez, 2008), and more open-mindedness towards younger generations (Young & Janke, 2013). Building on the results of previous studies on intergenerational programs, this study is focused on evaluating the URI’s Engaging Generations Program: CyberSeniors’ impact on social and technological outcomes for older adults
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