Abstract
This study proposes interactive digital learning to help elderly individuals acquire knowledge of orchids and polish interpersonal skills. The goal is to investigate the relationship of perceived ease of use, enjoyment, self-efficacy, and social interaction with attitude by adopting the modified Technology Acceptance Model. Purposive sampling is adopted in this study. Two hundred and fifty questionnaires were sent to elderly people in Tainan, for which the response rate was sixty-four percent. First, the research framework proved that perceived ease of use and enjoyment positively influence self-efficacy. Further, we verified that self-efficacy positively influences social interaction and that both self-efficacy and social interaction positively influence attitude. This study makes two contributions to the extant literature on this topic. First, custom-made, educational digital games make older people happier and help them polish their interpersonal skills. Second, the results infer that digital learning is worth development in learning centers for senior citizens.
Similar content being viewed by others
References
Al-Gahtani, S. S., & King, M. (1999). Attitudes,satisfaction & usage:factors contributing to each in the acceptance of information technology. Behavior & Information Technology, 18(4), 277–297.
Allaire, J. C., McLaughlin, A. C., Trujillo, A., Whitlock, L. A., LaPorte, L., & Gandy, M. (2013). Successful aging through digital games: Socioemotional differences between older adult gamers and non-gamers. Computers in Human Behavior, 29(4), 1302–1306.
Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for 6e conceptualization, development, and assessment of I CT-TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52(1), 154–168.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122–147.
Bandura, A., & Ozer, E. M. (1990). Mechanisms governing empowerment effects: A self-efficacy analysis. Journal of Personality and Social Psychology, 58(3), 472–486.
Boot, W., & Charness, N. (2013). Computer Proficiency Questionnaire: Assessing low and high computer proficient seniors. The Gerontological Scoiety of America, 55, 404–411.
Brown, G. W. (1974). Meaning, measurementand stress of life events. New York: Wiley.
Chang, S. C., & Tung, F. C. (2008). An empirical investigation of students’ behavioural intentions to use the online learning course websites. British Journal of Educational Technology, 39(1), 71–83.
Chartrand, T. L., & Bargh, J. A. (1999). The chameleon effect: The perception–behavior link and social interaction. Journal of Personality and Social Psychology, 76(6), 893–910.
Chen, M. H., Chang, Y. C., & Hung, S. C. (2008). Social capital and creativity in R&D project teams. R&D Management, 38(1), 21–34.
Compeau, D. R., & Higgins, C. A. (1995). Application of social cognitive theory to training for computer skills. Information Systems Research, 6(2), 118–143.
Csikszentmihalyi, M. (1975). Play and intrinsic rewards. Humanistic Psychology, 15, 41–63.
Csíkszentmihályi, M. (1975). Beyond boredom and anxiety. New York: Jossey-Bass Publishers.
Davenport, J. (1985). A chronology and analysis of the andragogy debate. Adult Education Quarterly, 35(3), 152–159.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, & user acceptance of information technology. MIS Quarterly, 13(3), 319–340.
Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1992). Extrinsic and intrinsic motivation to use computers in the workplace. Journal of Applied Social Psychology, 22(14), 1111–1132.
Fazio, R. H., & Zanna, M. P. (1981). Direct experience and attitude-behavior consistency. Advances in Experimental Social Psychology, 14, 161–202.
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18, 39–50.
Grant, R. M. (1991). The resource-based theory of competitive advantage: Implications for strategy formulation. California Management Review of Accounting Studies, 33, 114–135.
Hair, J. K., Anderson, R. E., Tatham, R. I., & Black, W. C. (1998). Multivariate data analysis. Upper Saddle River, NJ: Prentice-Hall.
Hoogen, V. D., Ijsselsteijn, W., & Kort, Y. (2009). Yes Wii can! Using digital games as a rehabilitation platform after stroke: The role of social support. Paper presented at the Virtual Rehabilitation International Conference, Israel.
Ijsselsteijn, W., Nap, H. H., Kort, Y., & Poel, K. (2007). Digital game design for elderly users. Paper presented at the In Future Play ‘07 Proceedings of the 2007 conference on Future Play, New York.
Kiili, K. (2005). Digital game-based learning: Towards an experiential gaming model. The Internet and Higher Education, 8(1), 13–24.
Knowles, M. S. (1968). Andragogy, Not Pedagogy. Adult Leadership, 16(10), 350–352.
Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to androgogy. New York: Cambridge Books.
Knowles, M. S. (1984). The adult learner. Houston: Gulf.
Lai, C. Y., & Wu, C. C. (2006). Using handhelds in a jigsaw cooperative learning environment. Journal of Computer Assisted Learning, 22(4), 284–297.
Lu, J., Yao, J. E., & Yu, C. S. (2005). Personal innovativeness, social influences & adoption of wireless internet services via mobile technology. The Journal of Strategic Information Systems, 14(3), 245–268.
Markett, C., Sanchez, A., Weber, S., & Tangney, B. (2005). Using Short Message Service (SMS) to encourage interactivity in the classroom. Computers & Education, 46(3), 280–293.
McKenna, M., & Walpole, S. (2008). The literacy coaching challenge. New York: Guilford Press.
Mead, G. H. (1934). Mind, self, and society. Chicago: University of Chicago Press.
Merriam, S. B. (2001). Andragogy and Self-Directed Learning: Pillars of Adult Learning Theory. New Direction for Adult & continuing Education, 89, 3–14.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teachers’ knowledge. Teachers College Record, 108(6), 1017–1054.
Neter, J., Kutner, M. H., Nachtsheim, C. J., & Wasserman, W. (1996). Applied Linear Regression Models. Illinois: Burr Ridge.
Nysveen, H., Pedersen, P. E., & Thorbjørnsen, H. (2005). Intentions to use mobile services: Antecedents & cross-service comparisons. Journal of the Academy of Marketing Science, 33(3), 330–346.
Prislin, R., & Wood, W. (2005). Social influence in attitudes and attitude change export. Mahwah: Lawrence Erlbaum Associates.
Roger, Y., Price, S., Randell, C., Fraser, D. S., Weal, M., & Fitzpatrick, G. (2005). Ubi-learning integrates indoor and outdoor experiences. Communication of the ACM, 48(1), 55–59.
Sandlin, J. A., Wright, R. R., & Clark, C. (2011). Reexamining theories of adult learning and adult development through the lenses of public pedagogy. Adult Education Quarterly, 63(1), 3–23.
Schaffer, O. (2013). Crafting fun user experiences: A method to facilitate flow: Human Factors International.
Schecter, S. R., & Lynch, J. (2011). Healthy learning and adult education: In search of a theory of practice. Adult Education Quarterly, 61(3), 207–224.
Schwabe, G., & Goth, C. (2005). Mobile learning with a mobile game: Design and motivational effects. Journal of Computer Assisted Learning, 21(3), 204–216.
Sellers, M. (2006). Designing the experience of interactive play. Mahwah, NJ: Lawrence Erlbaum Associates Inc.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
Thorndike, E. L., Bregman, E. O., Tilton, J. W., & Woodyard, E. (1928). Adult Learning. New York: Macmillan.
Tseng, H. Y. (2001). MUD research (Master Degree), National Chengchi University.
Tung, F. C., & Chang, S. C. (2008). Nursing students’ behavioral intention to use online courses: A questionnaire survey. International Journal of Nursing Studies, 45(9), 1299–1309.
Venkatesh, V., & Davis, F. D. (1996). A model of the antecedents of perceived ease of use: Development and test. Decision Sciences, 27(3), 451–481.
Venkatesh, V., & Morris, M. G. (2000). Why don’t men ever stop to ask for directions? Gender, social influence, and their role in technology acceptance and usage behavior. MIS Quarterly, 24(1), 115–139.
Wan, H. A. (2000). Opportunities to enhance a commercial Web site. Information and Management, 38(1), 15–21.
Wu, J. H., & Wang, S. C. (2005). What drives mobile commerce? An empirical evaluation of the revised technology acceptance model. Information & Management, 42(5), 719–729.
Wu, Y. T., & Tsai, C. C. (2006). University students’ internet attitudes and internet self-efficacy: A study at three Universities in Taiwan. CyberPsychology & Behavior, 9(4), 441–450.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Lin, CT., Chuang, SS. A Study of Digital Learning for Older Adults. J Adult Dev 26, 149–160 (2019). https://doi.org/10.1007/s10804-018-9314-0
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10804-018-9314-0