Learning to use and sustaining use of ICTs by older people

Professor Leela Damodaran and Dr Jatinder Sandhu

Loughborough University

Fourth Social Digital Symposium24 January 2013

Age UK, Tavistock Square, London WC1H 9NA

• Funded by the New Dynamics of Ageing Programme

• Sponsored by all five UK research councils: ESRC, EPSRC, BBSRC, MRC, AHRC

• c£1.5 million funding received for 3.25 years of research

• Involved a multidisciplinary team of academics from 8 UK universities, with participation of older people and research users

The Sus-IT project

• Computers and the internet offer significant potential to sustain and improve the quality of life and independence of older people

• Many older people are already regular and enthusiastic users of ICTs. Over 65s are the fastest growing sector of internet users (Office of National Statistics, 2004)

BUT…

Background to the Sus-IT project

“there is a real risk that in the medium to long term, significantly more citizens will migrate

from being digitally engaged to being unengaged than the other way round, as their

capabilities change”

(UK Digital Inclusion Panel Report 2004 p. 79)

Physical changes, e.g. eyesight, hand dexterity, mobility

Psychological and cognitive changes, e.g. confidence, memory

Social changes, e.g. family members moving away

Technology changes, e.g. new versions of familiar things

Changes that can affect ICT use

• What are the problems and support needs of older ICT users?

• What potential solutions are available or could be developed?

• How can a wide range of stakeholders, including older people, work together on this?

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Sus-IT Project: Research Questions

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A mixed-methods approach to data collection:

• Digital Engagement Survey• Pictorial questionnaire• Story telling• Case studies• Interactive theatre • Computer Clubhouses and drop-in centres• Co-design/sandpits• Participatory problem-solving (PPS) workshops

2 staged process (i) knowledge sharing (ii) problem-solving

Methodology

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• Challenging• Frustrating• Baffling• Tiring• Non-intuitive • Costly

“When I first started, a message used to come up, saying you have just done an illegal entry and the computer needs to close down. I shut the windows because I

thought the police were coming”.

The ICT Learning Journey

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Lack of awareness/ information

Cost of training and technology

Insufficient‘adequate’ learning

provisions

I don’t understand

the technical language the trainers use

Learning by trial and error frustrates me

I learn it in class and I feel

I get it. I go home and I

have forgotten it all

I might break it! I am scared of

the mouse

There is no one to help me if it all goes wrong

My grandchildren try to help – but they are too fast

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(i) Entry Barriers

“It’s all gone wrong. I don’t know how to put it right”

“I did it a while ago. Now I don’t know

how to do it. My mind has gone blank – I’ve

forgotten!”

“I don’t understand

the technical jargon”

“The software that came with the computer does not work

properly”

“Support is not available when I need help”

“Seeing the screen is a problem and the keyboard is difficult to use”

“I don’t know how to deal with pop-ups and spam”

“I don’t know how to deal

with viruses”

Barriers to Sustaining Use of Technology

• The availability of support is crucial:– Children and peers – ‘Coupledom’ – availability and provision of

help in classes/drop in centres.

• Support to cope with technology changes, updates and upgrades

• Support to increase competence and confidence in problem solving

• Improvements in the design of ICT-based products and services to make them easier to use, more accessible and avoiding unnecessary complexity.

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Success factors in sustaining ICT use

Based on words used by 248 participants who described how they would feel if they abandoned use of the computer.

Findings: How would you feel if you had to give up the computer?

Individual learning

At home Public spaces

http://www.idf50.co.uk/

Group learning

“Just give me a manual, I’ll work it out”

Current ICT learning and support provision

Key findings from the Sus-IT research project:

1) the primary face-to-face support is available at libraries, community centres and local agencies

2) the main focus is on supporting beginners/new entrants;

3) provision varies greatly from region to region - with pockets of excellent/good practice

4) there is little provision for older people to pursue their interests or trouble shoot

5) evaluation of the training is rarely collected or shared

Mapping ICT learning/support provision in seven cities

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What older people think of current ICT learning and support provision

1. It is hard to find information about what learning and support is available

2. Individual’s needs for ICT learning and support are very diverse, but there is a widespread need for help and advice on hardware and software issues

3. Individuals also differ widely in their learning styles and preferences (e.g. ranging from self help, structured instruction, to learning from peers and supportive others)

4. They rely heavily (but sometimes reluctantly) on family members and friends for ICT support.

5. There is strong preference for provision in a relaxed, informal social setting without pressure to learn/seek formal or vocational qualifications

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• Research confirms the magnitude of the challenge of (i) the learning journey and (ii) sustaining ICT use as we age.

• Good practice in delivery of learning opportunities exists but is not adequately disseminated

• We have a growing body of knowledge about the complex and varied relationship older people have with technology

• Support to enable older people to sustain use of technology is vital.

Where are we now?

Thank you for listening!

Any questions?

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Acknowledgements

Sus-IT (“Sustaining IT use by older people to promote autonomy and independence”). A New Dynamics of Ageing (NDA) project, funded by the five UK Research Councils  -

AHRC, BBSRC, EPSRC, ESRC and MRC (Grant No. RES-353-25-0008).

KT-EQUAL (“Knowledge Transfer for Extending Quality Life”) funded by the EPSRC (Grant No. EP/G030898/2).