Using Everyday Technology Independently When Living with Forgetfulness: Experiences of Older Adults in Barcelona

Abstract

Older adults living with forgetfulness encounter difficulties when engaging with changing and dynamic everyday technology (ET). The capability to use ET is important for independence in later life and is affected by the contextual and individual characteristics of older adults. Using the capability approach as a theoretical lens, this phenomenological study aims to explore the experiences of older adults living with forgetfulness, in order to identify contextual and individual factors that facilitate the use of ET in everyday life. A qualitative methodology was used to interview 16 community-dwelling older adults participating in memory and technology workshops at local community centres in Barcelona. Findings show that motivation and openness to learning played a facilitating role in our participants’ use of ET. The presence of social support in the form of “technology experts” and community centres offering learning opportunities were also enhancing factors that encourage independence when engaging with ET. In conclusion, our study demonstrates the importance of expanding intergenerational ET learning opportunities, through the creation of age-friendly spaces.

Improving Older People’s Lives Through Digital Technology and Practices

“…Taking a qualitative approach to their work, the respective authors identified the need of social support to assist participants to learn, supporting similar findings ascertained by Marston et al (2019). Furthermore, Briones & Meijering (2021) emphasise that their research also supports intergenerational learning opportunities towards using technology, supported by previous work by Freeman et al (2020).…”

“…Having individuals who support older people’s use of technology are important in technology use and uptake ( Freeman, et al, 2020 ; Marston, et al, 2019 ). In Briones & Meijering (2021 ), the presence of social support from people viewed as technology experts by older people helped the learning and use of the technology. Opportunities for intergenerational learning are important in this context, where older people may share their life experience with younger people’s technological expertise ( Briones & Meijering, 2021 ; Freeman et al, 2020 ).…”

“…There are some important barriers and enablers to technology among older people as acknowledged in the articles, surrounding psychological and sociological aspects of use. The tenth paper in the special issue, by Briones & Meijering (2021) , explored the initial and subsequent motivations to use technology by older people living in Barcelona, Spain. Taking a qualitative approach to their work, the respective authors identified the need of social support to assist participants to learn, supporting similar findings ascertained by Marston et al (2019) .…”

Online training programs for adults with disabilities: a systematic review

“…Moreover, it is essential to recognize that older adults also require targeted support when engaging with ICT. Studies such as those by Briones and Meijering (2021) have highlighted the critical role of social support provided by "technology experts" and the educational resources available through community centers. These supports are vital to ensuring that older individuals can successfully navigate and benefit from technology.…”

A Policy Framework for Producing Age-Friendly Communities from the Perspective of Production of Space

“…The new papers can still reflect the theoretical trend found in the analysis of this study. It validated that scholars still use the six groups of theories to study age-friendly community: (1) ecological theory [ 148 , 149 , 150 , 151 , 152 , 153 , 154 , 155 ], (2) the production of space [ 156 , 157 , 158 , 159 , 160 , 161 ], (3) social-related theories [ 98 , 162 , 163 , 164 , 165 , 166 , 167 , 168 , 169 ], (4) place-related theories [ 170 , 171 , 172 , 173 , 174 , 175 , 176 ], (5) governing-related theory [ 177 , 178 , 179 , 180 , 181 ], and (6) individual-centred theories [ 182 , 183 , 184 , 185 , 186 , 187 , 188 ]. In addition, more researchers find the importance of studying the social dynamic and individual experience in age-friendly community development.…”