The effects of computers on older adult users

This study examined the effects of computer anxiety and computer knowledge on self-efficacy and life satisfaction within the retired older adult computer users. Participants consisted of older adults (aged 53–88) recruited from computer clubs in Florida. Path analysis revealed that computer use helped to increase self-efficacy and lower computer anxiety thereby increasing overall life satisfaction. Gender differences in computer use were also examined. Males and females used computers at about the same rate but females reported more anxiety and less computer knowledge. Furthermore, more males reported using the Internet. Of those who reported using the Internet, more females reported browsing for health- and hobby-related information. The implications of these findings were discussed.     

Computer use in older adults: Determinants and the relationship with cognitive change over a 6 year episode

Cognitively challenging activities may support the mental abilities of older adults. The use of computers and the Internet provides divergent cognitive challenges to older persons, and in previous studies, positive effects of computer and Internet use on the quality of life have been demonstrated. The present study addresses two research aims regarding predictors of computer use and the relationship between computer use and changes in cognitive abilities over a 6-year period in both younger (24-49 years) and older adults (older than 50 years). Data were obtained from an ongoing study into cognitive aging: the Maastricht Aging Study, involving 1823 normal aging adults who were followed for 9 years. The results showed age-related differences in predictors of computer use: the only predictor in younger participants was level of education, while in older participants computer use was also predicted by age, sex and feelings of loneliness. Protective effects of computer use were found for measures of selective attention and memory, in both older and younger participants. Effect sizes were small, which suggests that promotion of computer activities in older adults to prevent cognitive decline may not be an efficient strategy.     

Issues in training older adults to use computers

Given the aging of the workforce and the general population, it is important to determine how best to train older adults to use computers. Generally, research has shown that training takes significantly more time for older adults compared with younger learners, and that older adults commit more errors in post-training evaluations. This paper reviews research demonstrating age differences in learning to use a computer. We also explore the effects of attitudes, anxiety, and cognitive abilities on computer use, as well as research on training novices to use computers. Finally, we discuss designing the human-computer interface for the advantage of older users.     

The impact of primary school teachers’ educational beliefs on the classroom use of computers

For many years, researchers have searched for the factors affecting the use of computers in the classroom. In studying the antecedents of educational computer use, many studies adopt a rather limited view because only technology-related variables, such as attitudes to computers and computer experience were taken into account. The present study centres on teachers’ educational beliefs (constructivist beliefs, traditional beliefs) as antecedent of computer use, while controlling for the impact of technology-related variables (computer experience, general computer attitudes) and demographical variables (sex, age). In order to identify differences in determinants of computer use in the classroom, multilevel modelling was used (N = 525). For measuring primary teachers’ use of computers to support the leaching or learning process a modified version of the ‘Class Use of Computers’ scale of van Braak et al. [van Braak, J., Tondeur, J., & Valcke, M. (2004). Explaining different types of computer use among primary school teachers. European Journal of Psychology of Education, 19(4), 407–422] was used. The present article supports the hypothesis that teacher beliefs are significant determinants in explaining why teachers adopt computers in the classroom. Next to the impact of computer experience, general computer attitudes and gender, the results show a positive effect of constructivist beliefs on the classroom use of computers. Traditional beliefs have a negative impact on the classroom use of computers.     

Computer usage patterns of university faculty members across the life span

The purpose of this study was to examine age-related trends in computer utilization. Faculty members at a southeastern university completed a questionnaire regarding their use of computers in general and a specific computer application, the on-line library system at the campus library. The 521 respondents were divided into four age groups (ages 25–34, 35–44, 45–54, and 55–64 years). At least 90% of each age group reported using computers weekly or more, but older faculty members did not use as many different computer applications as the younger cohorts. All age groups were equally familiar with the on-line library system, but the older respondents reported being less comfortable using it. The older faculty members appeared to be selective in the computer applications they used and were interested in receiving training on the library system. There was little evidence that these older individuals were avoidant of new technology. The results are discussed in light of common stereotypes of older adults and their technology utilization.     

Computer use by older adults: A multi-disciplinary review

As the populations of most of the world’s developed nations experience an increase in average age, a similar trend is being observed in the population of computer and Internet users. In many cases, older adults are the fastest growing computer and Internet user group in both personal and workplace contexts. However, the needs and concerns of older adults as computer users differ from those of younger users as a result of the natural changes associated with the aging process. Much research has been conducted in a variety of fields in order to understand how these changes experienced by older adults impact their use of computers and the Internet. This article reviews this existing research and provides a holistic view of the field. Since the study of computer use by older adults is a multi-disciplinary topic by nature, we provide a synthesis of the findings across these many disciplines, and attempt to highlight any gaps that exist. We use Social Cognitive Theory as a lens to view and organize the literature, as well as illustrate means through which computer use by this user group can be encouraged. Finally, suggestions for future research are proposed, and implications for research and practice are discussed.     

Development and validation of a computer attitude measure for young students (CAMYS)

An important aspect in successfully implementing instructional technology in educational settings is user acceptance, which is greatly influenced by users’ attitudes towards computers. Today, computers have become an integral part of instruction at all levels of education and it is important for educators and policy makers to understand how various factors interact with the user’s characteristics to influence the teaching and learning process involving the use of computers. Over the years, many scales have been developed to measure computer attitudes of secondary students and adults. Few have been develop to be used for students in the primary schools. The aim of this study is to develop and validate a computer attitude measure for young students (CAMYS). The revised 12-item CAMYS was piloted with 256 students aged 10–12 with a mean of 11.9 years (SD = 0.31). Several statistical analyses were performed to assess the reliability and validity of the measure. The measure, together with suggestions for administration and scoring are included.     

Prioritizing computer literacy topics

This article presents a process of prioritizing selected computer literacy topics as an initial step in implementing computer literacy programs for secondary schools. Ninety-five Nebraska educators formed the sample. A 45-item questionnaire was developed as the instrument. Educators were asked to choose more preferable topics among other topics for teaching secondary school students about computers. Thurstone's Law of Comparative Judgment was used to scale or locate educator's opinions about computer literacy topics on an interval level continuum. A general knowledge about computers was emphasized by educators surveyed. Hands-on experiences were viewed as necessary for students who want to be competent in using computers. Programming skills were suggested but not essential for computer literate students. Findings of this study provide implications of integrating computer literacy with existing curriculum. Results also provide guidelines for curriculum planners and persons responsible for the acquisition of hardware, software and staff development.     

Evidence-based guidelines for the informal use of computers by children to promote the development of academic,cognitive and social skills

The use of computers in the home has become very common among young children. This paper reviews research on the effects of informal computer use and identifies potential pathways through which computers may impact children's development. Based on the evidence reviewed, we present the following guidelines to arrange informal computer experiences that will promote the development of children's academic, cognitive and social skills: (1) children should be encouraged to use computers for moderate amounts of time (2–3 days a week for an hour or two per day) and (2) children's use of computers should (a) include non-violent action-based computer games as well as educational games, (b) not displace social activities but should instead be arranged to provide opportunities for social engagement with peers and family members and (c) involve content with pro-social and non-violent themes. We conclude the paper with questions that must be addressed in future research.

Practitioner Summary: This paper reviews research on the effects of informal computer use on children's academic, cognitive and social skills. Based on the evidence presented, we have presented guidelines to enable parents, teachers and other adults to arrange informal computer experiences so as to maximise their potential benefit for children's development.     

Predicting older adults’ perceptions about a computer system designed for seniors

Although computer technology may be particularly useful for older adults (e.g., for communication and information access), they have been slower adopters than their younger counterparts. Perceptions about computers, such as perceived usefulness and perceived ease of use, can pose barriers to acceptance and universal access (Davis in MIS Q 13(3):319–340, 1989). Therefore, understanding the precursors to these perceptions for older adult non-computer users may provide insight into the reasons for their non-adoption. The authors examined the relationship between perceived usefulness and perceived ease of use of a computer interface designed for older users and demographic, technology experience, cognitive abilities, personality, and attitudinal variables in a sample of 300 non-computer-using adults between the ages 64 and 98, selected for being at high risk for social isolation. The strongest correlates of perceived usefulness and perceived ease of use were technology experience, personality dimensions of agreeableness and openness to experience, and attitudes. The emotional stability personality dimension was significantly correlated with perceived ease of use though not perceived usefulness. Hierarchical regression analysis revealed that attitudes (i.e., self-efficacy, comfort, and interest) remained predictive of perceptions of usefulness and ease of use when technology experience and personality variables were accounted for. Given that attitudes are more malleable than other variables, such as demographic and cognitive abilities, these findings highlight the potential to increase technology acceptance through positive experiences, appropriate training, and educational campaigns about the benefits of computers and other technologies.     

Principles for the wise use of computers by children

Computer use by children at home and school is now common in many countries. Child computer exposure varies with the type of computer technology available and the child's age, gender and social group. This paper reviews the current exposure data and the evidence for positive and negative effects of computer use by children. Potential positive effects of computer use by children include enhanced cognitive development and school achievement, reduced barriers to social interaction, enhanced fine motor skills and visual processing and effective rehabilitation. Potential negative effects include threats to child safety, inappropriate content, exposure to violence, bullying, Internet ‘addiction’, displacement of moderate/vigorous physical activity, exposure to junk food advertising, sleep displacement, vision problems and musculoskeletal problems. The case for child specific evidence-based guidelines for wise use of computers is presented based on children using computers differently to adults, being physically, cognitively and socially different to adults, being in a state of change and development and the potential to impact on later adult risk. Progress towards child-specific guidelines is reported. Finally, a set of guideline principles is presented as the basis for more detailed guidelines on the physical, cognitive and social impact of computer use by children. The principles cover computer literacy, technology safety, child safety and privacy and appropriate social, cognitive and physical development. The majority of children in affluent communities now have substantial exposure to computers. This is likely to have significant effects on child physical, cognitive and social development. Ergonomics can provide and promote guidelines for wise use of computers by children and by doing so promote the positive effects and reduce the negative effects of computer–child, and subsequent computer–adult, interaction.     

Older adults' acquisition of word processing: The contribution of cognitive abilities and computer anxiety

This study examined relationships between computer attitude, computer experience, gender, cognitive abilities, and the acquisition of word processing by older adults. A total of 28 older adults (Mg. = 68.70 years) completed computer attitude questionnaires before and after a 6-week word-processing course and, additionally, completed spatial scanning, deductive, and inductive reasoning tests during the course. Gender differences were observed for attitudes towards computers, with females having a less positive attitude than males. Greater computer experience was associated with a more positive attitude, and with learning more word-processing knowledge during the course, replicating previous findings with young adults. No overall change in attitudes was found across the course, with the exception of computer liking; subjects tended to like computers less after the course, suggesting that the type of computer exposure may be an important factor in determining attitudes. Spatial scanning was found to be important in rapidly locating control keys for editing. Inductive and deductive reasoning were important predictors of word-processing knowledge, accounting for 60% of the variance. Identification of individual difference factors is a first step towards suggesting design changes in word-processing programs for older adults.     

Rethinking Reading for Age From Paper and Computers

The human–computer interaction research community has long been interested in the role of age in the use of computing devices. The current availability of large high-resolution displays and a growing community of older adults who use computers on a regular basis are examples of a changing landscape of users and devices that calls for a reevaluation of what we know about age and computers. This article presents two studies comparing the performance of young and older adults in reading tasks. In our studies, older adults outperformed young adults in terms of reading times and reading comprehension regardless of medium (paper or computer display). In addition, the overlap of confidence intervals for reading times and comprehension by medium suggests participants performed equally well regardless of medium. Both findings are in contrast to results from similar studies from the 1980s and 1990s.     

Gender issues in technology use: Perceived social support,computer self-efficacy and value beliefs,and computer use beyond school

In this study, we examined relations between outside school computer experiences, perceived social support for using computers, and self-efficacy and value beliefs about computer learning for 340 Greek elementary school boys and girls. Participants responded to a questionnaire about their access to computer use outside school (e.g. frequency of use and nature of activities), perceived parental and peer support, and computer self-efficacy and value beliefs. Although almost all students used computers outside school, there were significant gender differences in frequency and type of computer use. Also, boys reported more perceived support from their parents and peers to use computers and more positive computer self-efficacy and value beliefs than girls. Parental support and, to a lesser extent, peer support were the factors more strongly associated with boys’ and girls’ computer self-efficacy and value beliefs, while home computer access was not related to students’ motivation. Our findings highlight the role of socialization in the gender gap in computing and the need for research and educational interventions that focus on the social practices that communicate gendered expectations to young boys and girls.     

The effect of aging on muscle activation and postural control pattern for young and older computer users

A lot of older adults try to learn to use computers and might use different ways to perform a computer task compared to younger people. Fifteen healthy young and 15 healthy older adults participated in this study and all performed a series of mouse tasks. A three dimensional motion capture system and electromyographic analysis were used to obtain kinematic and kinetic data during performing the computer tasks. Three-way analysis of variance with repeated measures on task and time factors was used to analyze all dependent measurements. Older adults had higher RMS of forearm muscles compared to the young adults. The RMS of the finger extensor was highest when performing a dragging task. Compared with young adults, the older adults had greater cranial-cervical angle and neck flexion, but smaller head flexion, shoulder angle, elbow angle and ulnar deviation. Consequently, the older adults might have a greater risk of developing musculoskeletal disorder.     

Gender differences in computer attitudes and the choice of technology-related occupations in a sample of secondary students in Spain

The dearth of women in technology and ICT-related fields continues to be a topic of interest for both the scientific community and decision-makers. Research on attitudes towards computers proves that women display more negative computer attitudes than men and also make less intense use of technology and computers than their male counterparts. For this reason, the main aims of this study are threefold. Firstly, to analyze the existence of gender differences in three dimensions of computer attitudes in a group of 550 secondary students in Spain (mean of age = 15 years old; SD = 1.73). Secondly, to study the moderating influence of a group of contextual variables on those gender differences in computer attitudes. And thirdly, to examine the predictive role of computer attitudes on the intention to pursue technology-related occupations. Some of the analyses of variance carried out show more positive computer attitudes in boys than in girls. These differences are more salient among students coming from rural areas and the upper social class, who are also enrolled in the domain of technology in secondary education, and whose mothers have no occupation outside the home. Finally, simple logistic regressions were carried out in order to prove that all dimensions of computer attitudes predict the enrollment intentions to pursue technology-related occupations. Nonetheless, gender only moderates the relationship between the cognitive dimension of computer attitudes and the enrollment intentions to pursue technology-related occupations.     

Emotions and the microcomputer: An exploratory study of young children's responses

The emotional effects of early microcomputer use are of interest to educators and child development researchers. This study took a microanalytic emotion coding system which has been used in basic child development research, and applied it to exploring the effects of computer use on children's emotional responses. Sixteen 5-year-old children were videotaped while using three pieces of software (a drawing program, a face construction program, and a counting program). All three pieces elicited more active, positive, and complex facial expressions than did a comparison segment of television watching. Greater levels of concentration and more socially responsive behavior were also seen in the computer conditions. The drawing program tended to elicit more indicators of concentration and social engagement than the other two, although individual preferences and sample size made conclusions tentative. Results appear to reflect the motivational value of emotions and children's interest in experiences which offer autonomy and control. On the basis of this exploratory study, the methodology seems to have potential for investigating other aspects of children's emotional responses to computers.     

Interactivity in human–computer interaction: a study of credibility, understanding, and influence

Advancements in computer technology have allowed the development of human-appearing and -behaving virtual agents. This study examined if increased richness and anthropomorphism in interface design lead to computers being more influential during a decision-making task with a human partner. In addition, user experiences of the communication format, communication process, and the task partner were evaluated for their association with various features of virtual agents. Study participants completed the Desert Survival Problem (DSP) and were then randomly assigned to one of five different computer partners or to a human partner (who was a study confederate). Participants discussed each of the items in the DSP with their partners and were then asked to complete the DSP again. Results showed that computers were more influential than human partners but that the latter were rated more positively on social dimensions of communication than the former. Exploratory analysis of user assessments revealed that some features of human–computer interaction (e.g. utility and feeling understood) were associated with increases in anthropomorphic features of the interface. Discussion focuses on the relation between user perceptions, design features, and task outcomes.     

The correlates of the digital divide and their impact on college student learning

By focusing on two dimensions of the digital divide—computer use and computer knowledge, this study explores four research questions: (1) What are the undergraduates doing with the computers they use at colleges? (2) How do undergraduates perform in regard to computer knowledge and skills? (3) With what is the digital divide among college students correlated? (4) What consequences does the digital divide have for student academic performance? In order to answer these research questions, a national survey was conducted. The survey investigated 3083 first-year college students of 12 4-year universities in Taiwan. A total of 2719 of them completed the questionnaires resulting in a response rate of 88.2%. In this study, the digital divide is measured in terms of computer use, which includes a variety of purposes for using computers and academic-related work as a proportion of total computer hours, and computer knowledge. Multiple regressions and a generalized ordered logit, i.e. a partial proportional odds model, are employed. The main findings include the following: (1) Undergraduates use computers not only for fulfilling their academic requirements and searching for information, but also for entertainment. On average, undergraduates spend about 19 h per week using computers, of which 5 h are academic-related. (2) Most undergraduates perform at the middle average level in terms of computer knowledge. (3) No significant differences among correlates in relating to demographic and socioeconomic family background were found in predicting the various purposes in using computers. (4) Students who are female, whose fathers and/or whose mothers are from minorities, whose fathers are blue-collar workers or unemployed, who study in the fields of the humanities and social sciences, and who enter private universities are at a disadvantage in terms of computer skills and knowledge. However, female students, students whose mothers were less educated and students who enroll in private universities are more focused computer users in terms of allocating time to academic-related work. (5) Computer knowledge and devotion to using computers for academic-related work have a moderate effect on college student learning, while the various other uses of computers do not. Of the different kinds of computer knowledge, it is the knowledge of software that helps students to learn the most.     

The System PARCS-JAVA for Parallel Computations on Computer Networks

The system PARCS-JAVA provides software tools for solution of problems on computer networks. It can be installed on heterogeneous computer networks and allows users of small computers to use parallel data processing.__________Translated from Kibernetika i Sistemnyi Analiz, No. 1, pp. 25–36, January–February 2005.