Cognitive and learning difficulties and how they affect access to IT systems

Keates, Simeon; Adams, Ray; Bodine, Cathy; Czaja, Sara J.; Gordon, Wayne A.; Gregor, Peter; Hacker, Emily; Hanson, Vicki L.; Kemp, John D.; Laff, Mark R.; Lewis, Clayton; Pieper, Michael; Richards, John T.; Rose, David; Savidis, Anthony; Schultz, G. V.; Snayd, Paul; Trewin, Shari; Varker, Philip

doi:10.1007/s10209-006-0058-4

Cited by 24 publications

(12 citation statements)

References 6 publications

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“…Impairments, thus, do not render the elderly incapable of learning, although the learning may be slower; require more recap, time, and support; and be different in content compared to younger adults. It is more important to concentrate on what elderly people can do instead of staring at deficits, as Keates et al (2007) emphasize.…”

Section: Requisites For Old Age Learningmentioning

confidence: 98%

Practices in Old Age ICT Education

Naumanen

Tukiainen

2009

Learning and Instruction in the Digital Age

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Lifelong learning as an individual activity that spans over one's life is not a reality yet, despite the general guides of educational policy. Especially the elderly, those over 65 years, are in danger of lagging behind. The solid trust in one's own activity and learning skills is required, besides, many aged today lack the learning culture (Tikkanen, 2003, Gerontologia, Helsinki: Duodecim). In step with an increasing elderly population, more attention needs to be paid on proper old age education technology, pedagogy, motivation, and needs. This chapter presents the experience gained from guiding elderly into the use of computers and Internet from three contexts. In addition, the chapter presents principles from literature on old age education based on cognitive aging (compensating and supporting the deficiencies and strengths) not forgetting the impact of empowerment by current ICTs in the life of elderly people. First, directing computer clubs for the elderly is demonstrated based on a WWW-questionnaire, as well as observations made during years 2007-2008 in Pieksämäki, Finland, and from Seniors' Club. Second, we show experiences from courses and home teaching for elderly. Finally, we discuss these forms of learning in two models: Chaffin-Harlow model of cognitive learning (Chaffin & Harlow, 2005, Educational Gerontology) and TUP-model for the contextual factors (Bednarik, Gerdt, Miraftabi, & Tukiainen, 2004, Proceedings of the ICALT 2004, that is to say from the learner's vantage point and that of the real-world context where learning takes place. The results show that the learning program for the elderly is strongly facilitated by peer support which is experienced during informal club-based activities, as well as having a jointly planned content which is tailored to their needs, motivation, and ability.M. Naumanen (B)

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Section: Requisites For Old Age Learningmentioning

confidence: 98%

Practices in Old Age ICT Education

Naumanen

Tukiainen

2009

Learning and Instruction in the Digital Age

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“…Such impairments can include memory loss or reduction, learning and communication difficulties and executive function limitations [17]. It is often argued that cognitive impairments are the most "hidden" ones, since their presence is often more difficult to identify and, once identified, to also diagnose.…”

Section: Functional Impairments and Universal Accessmentioning

confidence: 99%

Measuring acceptable input: What is “good enough”?

Keates

2016

Univ Access Inf Soc

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Many new assistive input systems developed to meet the needs of users with functional impairments fail to make it out of the research laboratory and into regular use by the intended end users. This paper examines some of the reasons for this failure and focuses particularly on whether the developers of such systems are using the correct metrics and approaches for evaluating the functional and social attributes of the input systems they are designing. This paper further focuses on the importance of benchmarking new assistive input systems against baseline measures of useful interaction rates that take allowance of factors such as input success/recognition rate, error rate, correction effort and input time. By addressing each of these measures, a more complete understanding of whether an input system is practically and functionally acceptable can be obtained and design guidance for developers is provided.

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“…Such impairments can include memory loss or reduction, learning and communication difficulties and executive function limitations [12]. It is often argued that cognitive impairments are the most "hidden" ones, since their presence is often more difficult to identify and, once identified, to also diagnose.…”

Section: Functional Impairments and Computer Accessmentioning

confidence: 99%

Defining Acceptable Interaction for Universal Access

Keates

2015

Lecture Notes in Computer Science

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Abstract. Many new assistive input systems developed to meet the needs of users with functional impairments fail to make it out of the research laboratory and into regular use by the intended end users. This paper examines some of the reasons for this and focuses particularly on whether the developers of such systems are using the correct metrics for evaluating the functional attributes of the input technologies they are designing. In particular, the paper focuses on the issue of benchmarking new assistive input systems against a baseline measure of useful interaction rate that takes allowance of factors such as input success/recognition rate, error rate, correction effort and input time. By addressing each of these measures, a more complete understanding of whether an input system is practically and functionally acceptable can be obtained.

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Cognitive and learning difficulties and how they affect access to IT systems

Cited by 24 publications

References 6 publications

Practices in Old Age ICT Education

Practices in Old Age ICT Education

Measuring acceptable input: What is “good enough”?

Defining Acceptable Interaction for Universal Access

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