Use of Information and Communication Technologies Among Older People With and Without Frailty: A Population-Based Survey

Keränen, Niina; Kangas, Maarit; Immonen, Milla; Similä, Heidi; Enwald, Heidi; Korpelainen, Raija; Jämsä, Timo

doi:10.2196/jmir.5507

Cited by 115 publications

(96 citation statements)

References 45 publications

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“…Gender is used as a predictor variable because previous studies have noted the role of gender in the Internet use 8. Another common predictor, education was classified into three categories: basic education, which covered elementary, middle, civic or comprehensive school; secondary education, which covered vocational school or upper secondary school; and higher education, which covered university of applied sciences and university education.…”

Section: Methodsmentioning

confidence: 99%

“…For instance, in Hong Kong, elderly had less access to the Internet 7. Previous studies have determined several demographic factors that impact the Internet usage 8 , 9. Several predictors of Internet use have been considered such as social satisfaction levels and work experience because of the complexity involved in explaining the digital divide 10 , 11.…”

Section: Introductionmentioning

confidence: 99%

“…Due to the complexity of factors that determine the digital divide as well as the heterogeneity of the elderly,20 , 29 we assumed that different Internet usages could not be explained by referring only to age, gender and education 8…”

Section: Introductionmentioning

confidence: 99%

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Influence of previous work experience and education on Internet use of people in their 60s and 70s

Arief¹,

Rissanen

Saranto

2018

BMJ Health Care Inform

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BackgroundInternet use among the elderly is influenced by various demographic backgrounds, social life and health factors.ObjectiveThis study aims to identify the impact of several demographic features on 60- to 79-year-old individuals’ intention to use the Internet.MethodFinland population data (N = 2508) from the 2012 IKIPOSA project was used with two cohorts: 60s group (n = 1515) and 70s group (n = 990). Descriptive statistic and two binomial logistic regressions have been used with the unadjusted effect and Forward LR method to measure each predictor’s contribution to the model. In addition, a preliminary analysis to measure the multicollinearity was performed.ResultOf the 18 independent variables, only nine predictors, namely, age, education, financial situation, having children, entrepreneurship, a leadership position, a higher level white-collar worker and a lower level white-collar worker, were significant factors in predicting the Internet use. Meanwhile, gender, having grandchildren, living alone, marital status, house location and type, stay-at-home mother or father, blue-collar worker, agricultural entrepreneur and social relations satisfaction were not significant predictors. The most significant predictors were education and age, which contributed 19% and 10%, respectively, to the model. Other significant predictors, lower level white-collar worker, higher level white-collar worker and financial situation, had less impact with only around 6%.ConclusionEducation and age were influential factors among elderly to use the Internet in their later life. Certain work experiences affect elderly people’s engagement with the Internet after retirement.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Influence of previous work experience and education on Internet use of people in their 60s and 70s

Arief¹,

Rissanen

Saranto

2018

BMJ Health Care Inform

View full text Add to dashboard Cite

show abstract

“…One way to ensure positive user experience is undoubtedly to create user interfaces that are easy to use and adaptable to particular needs and preferences of older users. Fozard and Kearns (2006) note that technologies for hobbies and leisure activities have not been as popular among older users (as opposed to younger users), which can be a consequence of perceived difficulties and barriers due to physical and cognitive limitations (Keränen 2017). Cognitive and physical changes occurring in old age often include reduced attention span, diminished auditory and visual perception, as well as declines in memory and psychomotor coordination (Hawthorn 2000).…”

Section: Designing For Positive User Experiencementioning

confidence: 99%

Building trust in persuasive gerontechnology: User-centric and institution-centric approaches

Sattarov¹,

Nagel²

2019

Gerontechnology

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Trust in technology is an important factor for the design and use of technology in general. While there is growing interest in the role of trust on this general level, so far little attention has been given to the particularities of trust in persuasive technologies, i.e. technologies that serve to persuade users into certain behaviours. Those technologies are increasingly targeting the older adults, posing ethical questions that ask for sensitive investigation of trust. Here, we explore the specific character of trust in persuasive gerontechnology. We argue that the question of how to establish trust in technology, how to make trust lasting and enduring, requires considering user-centric and institution-centric approaches, and suggest an approach that is sensitive to wider social and institutional factors. The impact that persuasive gerontechnology can have depends on whether people can trust them, the designers, or the overall system. Drawing on studies of determinants of institutional trust, we identify four main strategies that can inform designers, technology assessors and policy makers in building trust between technology and users: (1) creating novel institutions, (2) creating incentives, (3) providing guarantees, and (4) ensuring transparency. We conclude the discussion with suggestions regarding future directions in researching trust and persuasive technology.

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“…Un ejemplo de ello es el acceso a la información y en la prevención en salud (Nguyen, 2017;Gallagher, 2017;Keränen et al, 2017). Autores como Feinberg y sus colaboradores han mostrado que existe una clara relación positiva entre la participación en actividades de EPA y mejora en el acceso y gestión de la salud (Feinber et al, 2016).…”

Section: Marco Teóricounclassified

Oro

Díez-Palomar

2018

RASP

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ResumenEn un contexto de constante transformación tecnológica y digitalización de la vida cotidiana es necesario investigar medidas efectivas para el fomento de habilidades digitales. A partir de un estudio de caso español analizamos los alcances obtenidos en el proyecto europeo DigiUP (ERASMUS+), cuyo objetivo es aumentar la adquisición de las competencias digitales en colectivos vulnerables. Los resultados muestran una mejora sustancial en el marco europeo e incluso con indicadores que han superado la media de los países de la OCDE. Las evidencias refuerzan la aplicación de Grupos Interactivos, Actuación Educativa de Éxito, como medida que acelera el aprendizaje en competencias digitales, a la vez que genera un espacio de solidaridad intergeneracional y envejecimiento activo.Keywords: inclusión digital, envejecimiento activo, grupos vulnerables, Grupos Interactivos, competencias digitales Ageing and Social Policy Vol. 6 No. 1 January 2018 pp. 53-81 2018 Hipatia Press ISSN: 2014-6728 DOI: 10.4471/rasp.2018.3120 RASP -Research on Learning of Digital Competences in Vulnerable Groups through Interactive Groups Bernat Oró Universidad de BarcelonaJavier Díez-Palomar Universidad de Barcelona (Received: 1 December 2017; Accepted: 21 December 2017; Published: 30 January 2018) AbstractIn a context of accelerated technological change and digitization of everyday life, it is necessary to investigate effective measures to promote digital competence. Based on a Spanish case study, we will analyze the scope of the DigiUP project (ERASMUS+), whose objective is to increase the acquisition of digital competence among these vulnerable groups. The results show a substantial improvement in terms of the European framework and even with indicators above the average of the OECD countries. These discoveries reinforce the importance of the implementation of the Interactive Groups, Successful Educational Action, as a measure that accelerates learning in digital competences while generating a real space of intergenerational solidarity and active aging.Palabras clave: digital inclusion, active aging, vulnerable groups, interactive groups, digital skills 56 Oró y Díez-Palomar -Aprendizaje de las competencias digitales ivimos en un mundo colonizado por los sistemas expertos que suponen las tecnologías de la información y de la comunicación (TIC). La era digital de la que ya se hablaba hace dos décadas (Castells, 1998;Giroux, Flecha, Macedo y Castells, 1999) está hora presente en todas las facetas de nuestras vidas, en tareas cotidianas como conectar el televisor, hacer la compra online, pedir cita en el médico, conducir un automóvil por la ciudad siguiendo las indicaciones del GPS, y tantos otros espacios que de manera más o menos imperceptible han ido entrando en nuestras vidas. En general se trata de grandes avances, que están muchas veces pensados para mejorar nuestra calidad de vida; pero también suponen nuevos retos cognitivos, donde inteligencia académica, e inteligencia práctica, se enfrentan a nuevas tensiones que la educac...

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Use of Information and Communication Technologies Among Older People With and Without Frailty: A Population-Based Survey

Cited by 115 publications

References 45 publications

Influence of previous work experience and education on Internet use of people in their 60s and 70s

Influence of previous work experience and education on Internet use of people in their 60s and 70s

Building trust in persuasive gerontechnology: User-centric and institution-centric approaches

Aprendizaje de las competencias digitales en colectivos vulnerables a travÃ©s de los Grupos Interactivos

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