Technology and AgingTechnology and Aging

Eileen WoodEileen Wood

Why should we be talking about Why should we be talking about computers and aging?computers and aging?

Social connectionsSocial connections

IndependenceIndependence

Cognitive SkillsCognitive Skills

Computer technology is a Computer technology is a pervasive part of societypervasive part of society

Medium of choice for many familiesMedium of choice for many families Familiarity improves confidence and Familiarity improves confidence and

competencecompetence

MOTIVATINGMOTIVATING

Computer activities can be motivating

ATTRACTIVEATTRACTIVE

The graphics are attractive.

ENGAGINGENGAGING

The combination of sound, images andmovement are inherently attractive and engaging

Promote Informal Learning Promote Informal Learning

Good videogame designs encourage Good videogame designs encourage players to learn long, complex, and players to learn long, complex, and difficult gamesdifficult games

Games Employ Good Learning Games Employ Good Learning Principles to Enhance Motivation Principles to Enhance Motivation

and Cognitive Activityand Cognitive Activity

Empower learnersEmpower learners• Co-designersCo-designers• IdentityIdentity• Distributed knowledgeDistributed knowledge

http://www.avatarist.com/avatars/Games/Sonic-The-Hedgehog/Chau-Chau.html

Games Learning Principles Games Learning Principles Promote Cognitive ActivityPromote Cognitive Activity

Problem-solvingProblem-solving• Well-ordered problemsWell-ordered problems• Pleasantly frustratingPleasantly frustrating• Information “just in time”Information “just in time”• Rapid feedback (but not punishing)Rapid feedback (but not punishing)

UnderstandingUnderstanding• Build expertise over timeBuild expertise over time• Learn through experiences/actionsLearn through experiences/actions

Promote Information GatheringPromote Information Gathering

Harnessing Computers Effectively Harnessing Computers Effectively for Seniors:for Seniors:

What are the Goals?What are the Goals?

CognitiveCognitive

SocialSocial

Cognitive GoalCognitive Goal

GOALGOALSelf-regulated learnersSelf-regulated learners

- Domain knowledgeDomain knowledge- Repertoire of strategiesRepertoire of strategies- Metacognitive/Monitoring SkillsMetacognitive/Monitoring Skills- MotivatedMotivated

Social/Emotional GoalsSocial/Emotional Goals

Maintaining social contactsMaintaining social contacts• PeersPeers• FamilyFamily

ConfidenceConfidence• Health care professionalsHealth care professionals• Connections with community (bank, Connections with community (bank,

politics, agencies)politics, agencies)

Step 1: Introducing the Computer Step 1: Introducing the Computer through the Input Devicesthrough the Input Devices

What is their first challenge with What is their first challenge with computers?computers?

- interface- interface

- match between person - match between person and and machine machine

Challenges for older adults?Challenges for older adults?

NovicesNovices

- greater cognitive demands- greater cognitive demands

Dexterity/Motor Co-ordination Dexterity/Motor Co-ordination limitationslimitations

Older adults have enthusiasm, Older adults have enthusiasm,

willingness to use computer willingness to use computer technologiestechnologies

Input Device OptionsInput Device Options

Mouse –click and dragMouse –click and drag

Touch Technologies-touch and dragTouch Technologies-touch and drag

Keyboard –keystrokeKeyboard –keystroke

Vary in coordination, representationVary in coordination, representation

Design of StudyDesign of Study

Novice and experienced older computer Novice and experienced older computer usersusers

55 females (55 females (MM age = 71.9 years) age = 71.9 years)

30 males (30 males (MM age = 71.0 years) age = 71.0 years)

Four Input DevicesFour Input Devices

TasksTasks

Two gamesTwo games 10 trials for each game on each 10 trials for each game on each

devicedevice Counterbalanced for devicesCounterbalanced for devices

Game 1Game 1

Static earthStatic earth

Game 2Game 2

Moving earthMoving earth

MeasuresMeasures

Speed/TimeSpeed/Time Time: icon in suspension (to place on Time: icon in suspension (to place on

target)target)

Total Time: time to complete whole Total Time: time to complete whole trialtrial

Measures ContinuedMeasures Continued

Accuracy:Accuracy:

Icon dropsIcon drops Failed attempts to acquire iconFailed attempts to acquire icon Failed attempts to reacquire iconFailed attempts to reacquire icon

SurveySurvey

Identified computer experienceIdentified computer experience Evaluate the 4 input devicesEvaluate the 4 input devices Judge comfort with devicesJudge comfort with devices

Skills AssessmentSkills Assessment

Visual MemoryVisual Memory

Visual PerceptionVisual Perception

Motor CoordinationMotor Coordination

ResultsResults

Performance measuresPerformance measures

-for each of the 5 performance -for each of the 5 performance measuresmeasures

2(gender) X 2 (game) X 4(Device) 2(gender) X 2 (game) X 4(Device) ANOVAANOVA

-computer experience as covariate-computer experience as covariate

Statistical SummaryStatistical Summary

Significant main effect for deviceSignificant main effect for device Significant main effect for computer Significant main effect for computer

experienceexperience

All main effects qualified by 2 way All main effects qualified by 2 way and 3 way interactionsand 3 way interactions

No interactions with genderNo interactions with gender

The Pattern of Outcomes?The Pattern of Outcomes?

EZ ball yielded better performance EZ ball yielded better performance for novice seniors (10 of 18 for novice seniors (10 of 18 comparisons)comparisons)

Mouse yielded best performance for Mouse yielded best performance for experienced seniors (14 of 18 experienced seniors (14 of 18 comparisons)comparisons)

Assessment measuresAssessment measures

4 Regressions (1 per device)4 Regressions (1 per device) Accuracy, not predicted for Easy Ball, Accuracy, not predicted for Easy Ball,

Touch pad, touch screenTouch pad, touch screen Speed/Time predicted by motor Speed/Time predicted by motor

coordination/dexteritycoordination/dexterity

Both Speed and Accuracy predicted for Both Speed and Accuracy predicted for MouseMouse-motor coordination/dexterity, visual -motor coordination/dexterity, visual memorymemory

Participants JudgmentsParticipants Judgments

Easiest To UseEasiest To Use 53% mouse53% mouse 31% Easy Ball31% Easy Ball 4% Touch Pad, Touch Screen4% Touch Pad, Touch ScreenFastestFastest

-Mouse & Easy Ball-Mouse & Easy BallComfortComfort

-82% Mouse, 81% Easy Ball, 52.9% Touch -82% Mouse, 81% Easy Ball, 52.9% Touch Screen, 38.8% Touch PadScreen, 38.8% Touch Pad

Concluding PointsConcluding Points

Experience predicts outcomes with Experience predicts outcomes with devicesdevices

What about the touch devices?What about the touch devices?

- frustration- frustration

-constant pressure a challenge-constant pressure a challenge

-blocked view-blocked view

-fatigue -fatigue

Conclusion ContinuedConclusion Continued

Mouse most challenging cognitively and Mouse most challenging cognitively and motorically –greatest challenge but still motorically –greatest challenge but still effective with experienceeffective with experience

EZ Ball, less challenging than mouse, EZ Ball, less challenging than mouse, exacts high performance especially useful exacts high performance especially useful for novicesfor novices

Matching technologies with needs may Matching technologies with needs may make first contact more successfulmake first contact more successful

Teaching Older Adults to Use Teaching Older Adults to Use ComputersComputers

Social interaction around computersSocial interaction around computers Child studiesChild studies

Teaching Older Adults to Use Teaching Older Adults to Use ComputersComputers

Current study:Current study: 64 Seniors 64 Seniors ((MageMage= 8.34, = 8.34, SDSD=10.18)=10.18) 1 versus 2 computers/ Dyads1 versus 2 computers/ Dyads Full instructionFull instruction 5 consecutive workshops5 consecutive workshops

• Word, internet, email, gamesWord, internet, email, games

AnalysesAnalyses

Pre versus Post-Pre versus Post-test survey resultstest survey results• (with gender as (with gender as

between subjects)between subjects)

Qualitative coding Qualitative coding of sessionsof sessions

Male Female

Pre

Post

Preliminary OutcomesPreliminary Outcomes

Attitudes: Attitudes: • Increase in positive attitudes toward Increase in positive attitudes toward

technologytechnology• Males increase in comfort, females Males increase in comfort, females

decreasedecrease• Enthusiasm did not changeEnthusiasm did not change

Preliminary Outcomes ContinuedPreliminary Outcomes Continued

Use of computers:Use of computers:• Increased for males, decreased for Increased for males, decreased for

femalesfemales

Preliminary Outcomes ContinuedPreliminary Outcomes Continued

Instruction: Instruction: • Scaffolded and Direct InstructionScaffolded and Direct Instruction• More scaffolding than direct or More scaffolding than direct or

combocombo• Instruction requests decreased Instruction requests decreased

over timeover time• Greatest number of instructional Greatest number of instructional

requests originated from the requests originated from the participantsparticipants

Preliminary results continuedPreliminary results continued

Positive affect was the norm during Positive affect was the norm during sessions (less than 1 negative pre sessions (less than 1 negative pre session)session)

Computers And The ElderlyComputers And The Elderly

elderly can be introduced to elderly can be introduced to computers successfullycomputers successfully

Need to consider experience, Need to consider experience, physical skills, and need for physical skills, and need for instructioninstruction

Need to examine gender Need to examine gender more closelymore closely