Informal Learning of Older Adults in Using Mobile Devices: A Review of the Literature

2019 ◽  
Vol 69 (2) ◽  
pp. 120-141 ◽  
Author(s):  
Bora Jin ◽  
Junghwan Kim ◽  
Lisa M. Baumgartner
Keyword(s):  
Older Adults ◽  
Technology Acceptance ◽  
Informal Learning ◽  
Mobile Devices ◽  
Cognitive Theory ◽  
Learning Experience ◽  
Empirical Studies ◽  
Medical Knowledge ◽  
Theoretical Frameworks ◽  
Theoretical Perspectives

This review aims to understand everyday learning of older adults using mobile devices. Specifically, for both academic and practical implications, we wanted to know what theoretical perspectives researchers adopted and how mobile devices play a role in older adults’ informal learning. We analyzed 28 empirical studies (15 qualitative, 10 quantitative, and 3 mixed methods) that met our selection criteria. Our findings revealed that the studies used four theoretical frameworks to understand their learning: (a) technology acceptance theory, (b) experiential learning theory, (c) social cognitive theory, and (d) activity theory. We also identified six themes of older adults’ informal learning using mobile devices through key findings from the existing studies: (a) self-learning of health or medical knowledge, (b) affective and emotional dimensions, (c) ambivalent attitudes, (d) practical uses, (e) interpersonal and intergenerational communication, and (f) collaborative learning experience. We conclude this article with discussion for research and practice.

Investigating the Connection Between Awareness and Internet Non-Use

2018 ◽  
pp. 1468-1487
Author(s):  
Carol Ting
Keyword(s):  
Technology Acceptance ◽  
Empirical Studies ◽  
Perceived Usefulness ◽  
Measurement Instruments ◽  
Theoretical Frameworks ◽  
Affective Attitude ◽  
Attitude Test ◽  
Internet Users ◽  
Acceptance Model ◽  
Adoption Intention

Empirical studies on technology adoption usually are based on data from self-reported measures, and a large subset of this literature draws on the Theory of Planned Behaviour (TPB) or Technology Acceptance Model (TAM). However, for non-Internet users, self-reported measures and these theoretical frameworks face important limitations: non-users often are under-informed about the technology and are unable to accurately explain their non-use. In addition, the measurement instruments in the TAM/TPB literature often are not applicable to non-users. Addressing these issues, this paper examines non-Internet users' awareness of the Internet's benefits and its impact on adoption intention. Focusing on the under-informed, this approach substitutes awareness for perceived usefulness (or affective attitude). Test results demonstrate good predictive power on non-Internet users' adoption intention, calling for caution when applying these commonly used analytical tools to study late-adopters of technology.

scholarly journals Research Skills for Information Management: Uses of Mobile Devices in Research Training

2021 ◽  
Vol 11 (11) ◽  
pp. 749
Author(s):  
Erika Juliana Estrada Villa ◽  
Victoria I. Marín ◽  
Jesús Salinas
Keyword(s):  
Technology Acceptance ◽  
Information Management ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Research Training ◽  
Knowledge Society ◽  
Theoretical Frameworks ◽  
Research Skills ◽  
Master's Degrees ◽  
Device Use

Although we live in a knowledge society, instruction in research is still given traditionally. Mobile devices are present in learning processes, but their possibilities for research have not been broadly explored. This paper explores the research skills that could be supported using information communication technology through mobile devices. We start from theoretical frameworks related to andragogy, knowledge management, the technology acceptance model, and mobile learning. As a case study, 20 Colombian virtual education students studying for master’s degrees answered a questionnaire. The results revealed an acceptance of mobile device use in education and a tendency to use apps for information management. These results suggest the need to change the teaching process and design a strategy for the inclusion of mobile learning in research. The use of mobile learning can enhance research training processes framed in the emergent mode of knowledge or context-centric research, especially in virtual higher education.

Investigating the Connection between Awareness and Internet Non-Use

2015 ◽  
Vol 7 (4) ◽  
pp. 39-57
Author(s):  
Carol Ting
Keyword(s):  
Technology Acceptance ◽  
Empirical Studies ◽  
Perceived Usefulness ◽  
Measurement Instruments ◽  
Theoretical Frameworks ◽  
Attitude Test ◽  
Internet Users ◽  
Acceptance Model ◽  
Analytical Tools ◽  
Adoption Intention

Empirical studies on technology adoption usually are based on data from self-reported measures, and a large subset of this literature draws on the Theory of Planned Behaviour (TPB) or Technology Acceptance Model (TAM). However, for non-Internet users, self-reported measures and these theoretical frameworks face important limitations: non-users often are under-informed about the technology and are unable to accurately explain their non-use. In addition, the measurement instruments in the TAM/TPB literature often are not applicable to non-users. Addressing these issues, this paper examines non-Internet users' awareness of the Internet's benefits and its impact on adoption intention. Focusing on the under-informed, this approach substitutes awareness for perceived usefulness (or affective attitude). Test results demonstrate good predictive power on non-Internet users' adoption intention, calling for caution when applying these commonly used analytical tools to study late-adopters of technology.

scholarly journals Bridging the Digital Divide for Older Adults via Observational Training: Effects of Model Identity from a Generational Perspective

2020 ◽  
Vol 12 (11) ◽  
pp. 4555 ◽  
Author(s):  
Qi Ma ◽  
Alan H. S. Chan ◽  
Pei-Lee Teh
Keyword(s):  
Older Adults ◽  
Technology Acceptance ◽  
Digital Divide ◽  
Self Efficacy ◽  
Cognitive Theory ◽  
Well Being ◽  
Community Dwelling ◽  
Training Outcomes ◽  
Digital World ◽  
Wide Range

The proliferation of technology offers potential solutions for enhancing the well-being of older adults. However, older adults often have low digital literacy and are disengaged from the digital world. With age-appropriate training, older adults are expected to acquire a wide range of technological skills and bridge the digital divide. Through the lens of social cognitive theory, this study aims to investigate the effectiveness of observational training through behavior modeling in enhancing technology acceptance in older adults. The moderating effects of model identity on training outcomes from a generational perspective are examined. An empirical training experiment was completed with 59 community-dwelling older adults. Training outcomes were measured using cognitive knowledge, affective variables, and meta-cognition. The results ascertain the effectiveness of observational training in improving their technological knowledge, self-efficacy, outcome expectations, and sense of social connectedness when using technologies. From a generational perspective, the older adult behavior model is more effective than the young or child behavior models in increasing self-efficacy and willingness to use technology. The model identity further enhances the positive outcomes of training. The results of this study contribute to designing educational interventions to bridge the digital divide.

scholarly journals Comparison of Older and Younger Adults’ Attitudes Toward the Adoption and Use of Activity Trackers

10.2196/18312 ◽  
2020 ◽  
Vol 8 (10) ◽  
pp. e18312
Author(s):  
Sunyoung Kim ◽  
Abhishek Choudhury
Keyword(s):  
Older Adults ◽  
Technology Acceptance ◽  
Technology Use ◽  
New Technology ◽  
Age Groups ◽  
Theoretical Framework ◽  
Theoretical Frameworks ◽  
Activity Tracking ◽  
Activity Trackers ◽  
Participant Group

Background Activity tracking devices have significant potential in assisting older adults’ health care and quality of life, but this population lags behind in the adoption of these devices. While theoretical frameworks have been introduced to explain and increase the adoption of this technology by older adults, little effort has been made to validate the frameworks with people in other age groups. Objective The goal of this study was to validate the theoretical framework of technology acceptance by older adults that we previously proposed through a direct comparison of the attitudes to and experiences of activity trackers in older and younger users. Methods Semistructured interviews were conducted with 2 groups of 15 participants to investigate their experiences of using activity trackers. The recruitment criteria included age (between 18 years and 24 years for the younger participant group or 65 years and older for the older participant group) and prior experiences of using mobile devices or apps for activity tracking for 2 months and longer. Results Our findings showed that the phase of perceived ease of learning as a significant influencer of the acceptance of activity trackers existed only in the older participant group, but this phase never emerged in the younger participant group. In addition, this study confirmed that other phases exist in both age groups, but 2 distinct patterns emerged according to age groups: (1) the social influence construct influenced the older participants positively but the younger participants negatively and (2) older participants’ exploration in the system experiment phase was purpose-driven by particular needs or benefits but for younger participants, it was a phase to explore a new technology. Conclusions This study confirms the validity of the proposed theoretical framework to account for the unique aspect of older adults’ technology adoption. This framework can provide theoretical guidelines when designing technology for older adults as well as when generating new investigations and experiments for older adults and technology use.

scholarly journals Integrating Flipped Foreign Language Learning through Mobile Devices: Technology Acceptance and Flipped Learning Experience

2020 ◽  
Vol 12 (3) ◽  
pp. 1110 ◽  
Author(s):  
Alberto Andujar ◽  
María Sagrario Salaberri-Ramiro ◽  
María Soledad Crúz Martínez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Technology Acceptance ◽  
Mobile Devices ◽  
Learning Experience ◽  
Foreign Language Learning ◽  
Ease Of Use ◽  
Flipped Learning ◽  
Traditional Lecture ◽  
Language Classes

Blended learning models have been extensively used in foreign language environments to extend in-class time as well as reinforce in-class explanations. Among these models, the increasing popularity of flipped learning has given rise to transformative pedagogies that address many of the problems experienced in traditional lecture-based classes. In this context, the use of stationary devices to develop flipped learning processes has been a common practice over the last years. However, the ubiquitous characteristics of mobile devices have rarely been investigated to carry out these types of learning methodologies. With this aim, the present investigation explores students’ perceptions and technological acceptance of the implementation of a flipped learning model in two English as a Foreign Language classes. A quantitative analysis was carried out in order to evaluate the information collected in the two groups. Findings yielded a positive perception of the flipped learning experience, particularly in terms of overall satisfaction. In addition, with regard to the use of mobile devices, participants reported ease of use and highlighted the importance of an appropriate design of the video contents for a successful flipped learning experience through mobile devices. Further research into this topic is sought as students also faced difficulties during the project.

scholarly journals Comparison of Older and Younger Adults’ Attitudes Toward the Adoption and Use of Activity Trackers (Preprint)

2020 ◽  
Author(s):  
Sunyoung Kim ◽  
Abhishek Choudhury
Keyword(s):  
Older Adults ◽  
Technology Acceptance ◽  
Technology Use ◽  
New Technology ◽  
Age Groups ◽  
Theoretical Framework ◽  
Theoretical Frameworks ◽  
Activity Tracking ◽  
Activity Trackers ◽  
Participant Group

BACKGROUND Activity tracking devices have significant potential in assisting older adults’ health care and quality of life, but this population lags behind in the adoption of these devices. While theoretical frameworks have been introduced to explain and increase the adoption of this technology by older adults, little effort has been made to validate the frameworks with people in other age groups. OBJECTIVE The goal of this study was to validate the theoretical framework of technology acceptance by older adults that we previously proposed through a direct comparison of the attitudes to and experiences of activity trackers in older and younger users. METHODS Semistructured interviews were conducted with 2 groups of 15 participants to investigate their experiences of using activity trackers. The recruitment criteria included age (between 18 years and 24 years for the younger participant group or 65 years and older for the older participant group) and prior experiences of using mobile devices or apps for activity tracking for 2 months and longer. RESULTS Our findings showed that the phase of <i>perceived ease of learning</i> as a significant influencer of the acceptance of activity trackers existed only in the older participant group, but this phase never emerged in the younger participant group. In addition, this study confirmed that other phases exist in both age groups, but 2 distinct patterns emerged according to age groups: (1) the <i>social influence</i> construct influenced the older participants positively but the younger participants negatively and (2) older participants’ exploration in the <i>system experiment</i> phase was purpose-driven by particular needs or benefits but for younger participants, it was a phase to explore a new technology. CONCLUSIONS This study confirms the validity of the proposed theoretical framework to account for the unique aspect of older adults’ technology adoption. This framework can provide theoretical guidelines when designing technology for older adults as well as when generating new investigations and experiments for older adults and technology use.

The Italian foreign policy: challenges and continuities

2017 ◽  
Vol 47 (2) ◽  
pp. 107-124 ◽  
Author(s):  
Pierangelo Isernia ◽  
Francesca Longo
Keyword(s):  
Foreign Policy ◽  
Empirical Studies ◽  
The United States ◽  
The European Union ◽  
Special Issue ◽  
Theoretical Frameworks ◽  
Theoretical Approaches ◽  
Theoretical Perspectives ◽  
Foreign Politics ◽  
Near Future

Italian foreign politics is facing tough challenges in the near future. For more than 60 years, the Italian foreign policy compass was set on two poles, the European Union and the United States. Sometimes alternatively, much more often conjointly, these two polar stars oriented each and every Italian government’s choice since the end of Second World War. All this has been changing over the last few years. In this context, the article intends to introduce the special issue on Italian foreign policy drawing a stylized map of theoretical approaches that knits together the dispersed theoretical and empirical studies of Italian foreign policy, using a couple of theoretical perspectives as light posts in orienting the articles in this special issue. This introduction is organized in four sections. First, it discusses the approaches that explicitly combine together domestic and international factors in explaining foreign policy. Next, it maps studies on the Italian foreign policy within these frameworks. Then the main characteristics of Italian foreign policy, using these theoretical perspectives, are discussed. The article concludes summarizing how the contributions in this special issue fits into these theoretical frameworks and help shed light on present Italian foreign policy.

Media Psychology and Complex Modes of Entertainment Experiences

2011 ◽  
Vol 23 (1) ◽  
pp. 34-38 ◽  
Author(s):  
Christoph Klimmt
Keyword(s):  
Empirical Studies ◽  
Terror Management Theory ◽  
Death And Dying ◽  
Terror Management ◽  
Media Psychology ◽  
Mixed Emotions ◽  
Theoretical Perspectives ◽  
Complex Modes ◽  
History Of ◽  
Media Enjoyment

This comment briefly examines the history of entertainment research in media psychology and welcomes the conceptual innovations in the contribution by Oliver and Bartsch (this issue). Theoretical perspectives for improving and expanding the “appreciation” concept in entertainment psychology are outlined. These refer to more systematic links of appreciation to the psychology of mixed emotions, to positive psychology, and to the psychology of death and dying – in particular, to terror management theory. In addition, methodological challenges are discussed that entertainment research faces when appreciation and the experience of “meaning for life” need to be addressed in empirical studies of media enjoyment.

EXPLORING THE ICE AGE PERIOD AT THE RUTGERS GEOLOGY MUSEUM: AN INFORMAL LEARNING EXPERIENCE

2018 ◽  
Author(s):  
Camryn Kozachek ◽  
◽  
Lauren Neitzke Adamo ◽  
Patricia Irizarry-Barreto ◽  
Julia Criscione
Keyword(s):  
Informal Learning ◽  
Learning Experience ◽  
Ice Age
Sign in / Sign up

Export Citation Format

Share Document