Effectiveness of Instructional Strategies Designed for Older Adults in Learning Digital Technologies: A Systematic Literature Review

Abstract

An ageing population is a universal phenomenon experienced worldwide. In parallel with these demographic changes, a significant breakthrough in digital devices has also influenced this digital age. Designing instructional strategies to promote meaningful learning among older adult learners has been a long-standing challenge. To enhance older adults’ life-long learning experiences, implementing instructional strategies in the process through which such adults learn can help to improve effective learning. Despite significant calls for research in this area, there is still insufficient research that systematically reviews the existing literature on older adult learning needs and preferences. Hence, in the present article, a systematic literature review was conducted of the effectiveness of instructional strategies designed for older adult learners through the use of digital technologies. The review was guided by the publication standard, which is ROSES (Reporting Standard for Systematic Evidence Syntheses). This study involves articles selected from two established databases, Web of Science and Scopus. Data from the articles were then analysed using the thematic analysis, which resulted in six main themes: (1) collaborative learning; (2) informal learning setting; (3) teaching aids; (4) pertinence; (5) lesson design; and (6) obtaining and providing feedback. The six main themes produced a further 15 sub-themes. The results from this study make significant contributions in the areas of instructional design and gerontology. The findings from this study highlight several important strategies of teaching digital technology, particularly for older adults, as follows: (1) to enhance instructional design use in teaching digital technology based on the needs and preferences of older adult learners; and (2) to highlight the factors for, and impact of, learning digital technologies among older adults.

Individualistic Versus Collaborative Learning in an eHealth Literacy Intervention for Older Adults: Quasi-Experimental Study

“…Older adults value CL with and from their peers about important health issues such as diabetes and cancer [25]. Within the context of learning to use computers, CL has been found to be effective for both learning outcomes and social development in older adults [26][27][28], although an earlier study [29] found that older adults performed similarly in computer learning regardless of learning individually or in pairs. In the context of eHealth literacy, CL enables opportunities to learn new health information and skills to access such information on the web [21].…”

“…In the context of eHealth literacy, CL enables opportunities to learn new health information and skills to access such information on the web [21]. Similarly, Ahmad et al [26] have suggested that CL allows older adult learners to participate with peers and interact effectively to learn digital technology.…”

“…A systematic literature review by Kim and Xie [9] revealed that interventions combined with educational programs at the community level can encourage target groups to use web-based health resources. Affirming the importance of informal learning environments for older adults' success in digital learning, a systematic review by Ahmad et al [26] found that, across study samples and settings, informal learning environments provided older adults with opportunities to share their experiences, options, and expectations with their peers, which encouraged them to learn.…”

Strategies to Help Elderly Learning Technology in Malaysia: A Focus Group Study

“…In research by Pappas et al (2019), the utilization of videos that serves as an explanation outlet, among with graphics in modules, handbooks, or even manuals is essential for elderly learning, as it is also one of the preferred learning material by the elderly learners. Other researchers also highlighted that using explanatory videos in the learning process of elders enhances the effectiveness of the lesson, as it could help sustain the elders' attention and helps maintain their focus on learning digital technologies (Hansen et al, 2019;Smith et al, 2019;Ahmad et al, 2022). P1: "in order for us to create a program with the intent of giving exposure of technology for the elders, the instructions that will be given should not be complicated.…”

Digital Health Technologies Usage among Older Adults for Healthy Ageing during COVID-19: A Review

“…The use of digital health technologies during a crisis enables the government to quickly respond to and effectively contain the epidemic. But the widespread use of digital health technologies during the COVID-19 epidemic without taking into account the age-related digital divide has led to a number of problems [10]. It was regularly reported that older adults were unable to get medical care, board public transportation, or engage in commercial transactions because they lacked the necessary digital codes [11].…”