Helping older adults conquer digital tablets

Abstract

Purpose Three questions were asked about voluntary peer group meetings attended by older adults who wanted to improve their competence with digital tablets: What did people need to learn? Could interface changes reduce cognitive demands? Which elements of the meetings enhanced their success? Method From May 2013 adults aged 50+ belonging to a UK branch of the University of the Third Age met once a month. 76 people attended at least one meeting during a 27 month period. They were helped to use their tablets and interface design implications were noted. The elements within meetings (for instance, discussion, demonstration, practice, etc.) were modified as problems arose. Results and Discussion Average monthly attendance grew from 11 to 15 but 63% of the attendees dropped out after one or more meetings. Necessary learning included finger gestures, distributing attention, and multiple routes to similar goals. Complete beginners needed individual help before benefitting from the group. The important elements of meetings were consistent with cognitive learning theories: reducing distraction by increasing group homogeneity (separating iPad and Android users); including a projected demonstration of new procedures as an advanced organiser; aiding memory through a printed handout. Group cohesion was enhanced through discussion and by putting handouts on the group’s web page so absentees could stay informed. Conclusions Digital tablets offer viable internet access for older adults but pose learning challenges that would be fewer if interface design better supported cognitive processes such as memory and attention. Within group meetings of older adults a balance between social and instructional activities enhances satisfaction.