Technology and Older Adults: Evolution, Myths, and Revolution Roger W. Morrell, Ph.D.

1. Older Users & The Web Technology and Older Adults: Evolution, Myths, and Revolution Roger W. Morrell, Ph.D. Director of Research, GeroTech Corporation Adjunct Faculty, School of Nursing, Johns Hopkins University Director, Aging & Technology Institute

2. Outline  Myths  Evolution in Research  Revolution in Use of Electronic Technology by Older Adults  Recent Projects Resulting from the Research  Briefly Back to Myths

3. The Myths

4. The Myths  In the beginning, electronic products were designed by young people to be used by young people.  Video games  Computers introduced into schools  Few advertising efforts were made to interest older adults.  Training opportunities were geared toward younger people.

5. The Myths 1) Older adults are less interested in learning how to use these technologies. 2) Older adults simply cannot learn how to use these technologies. 3) Older adults are more anxious and have poorer attitudes toward computer use relative to younger adults which ultimately leads to nonuse.

6. The Evolution of Research For a more detailed discussion of this research: Older Adults and Information Technology: A Compendium of Scientific Research and Web Accessibility Guidelines Morrell, Dailey, Feldman, Mayhorn, Echt, & Podany, 2003 Available through the National Institute on Aging Checklist is also available

7. Evolution Initial research focused on older adults’ attitudes toward the use of electronic technology and their level of anxiety toward the use of electronic technology (primarily computers). The research began in 1984. Most researchers found no age differences in attitudes.

8. Evolution Most older adults have positive attitudes toward the use of computers and other types of electronic technology. Anxiety level did not seem to affect performance. Older adults did not seem to be more anxious than younger adults in learning how to use electronic technology.

9. Evolution We also found that attitudes could be modified under certain circumstances. Longer training periods led to more positive attitudes and better performance in the training sessions led to more positive attitudes. But the effects were small.

10. Evolution At the same time, research was focusing on how older adults learn to use electronic technology (computers) relative to younger adults. Research began in 1985. Cognitive aging researchers and researchers in Human Factors focused on how they learned and how best to train them. (about 15 studies)

11. Evolution  We looked at their use of word processing and spreadsheet software, Line Editors, Bulletin Boards, interactive computer programs, and how to acquire basic computer skills. Our research question was: How do they perform relative to younger adults?

12. Evolution  We found that older adults made more mistakes and took more time to learn how to use these products than younger adults.

13. Evolution We also searched to find the optimal training method for teaching computer skills to older adults. We looked at advanced organizers, modeling, manual, and interactive techniques. We did not find an optimal training method. However, self-pacing and peer interaction seemed to help.

14. Evolution We then went on to look to see if they could learn and retain skills over time. They can! We showed that adults ranging in age from 60 - 88 could be taught skills and return 1 - 2 weeks later and be able to perform these skills.

15. Evolution More recent research has shown that older adults can acquire memory training techniques and software skills, and also glean information on career development, pre-retirement, and/or health issues using CD-ROMS. (Mahoney, Tarlow, & Jones, 2002; Stoltz-Loike, Morrell, & Loike, 2004; Plude & Schwartz, 1996; Echt & Kressig, 2001).

16. Evolution As the Internet became more and more popular, research focused on older adults’ ability to use the Internet. These studies began In 1995. Through systematic studies and usability studies.

17. Evolution Through systematic studies we again found that older adults take more time and make more mistakes when conducting searches. The more steps included in a search = more mistakes (the complexity hypothesis which says the more difficult the task the greater the age differences in performance).

18. Evolution Through usability studies we found that navigation on most web sites was a problem. The greater the depth of a web site (the number of levels) the more trouble older adults had in navigation. Scrolling was also a problem. We also found that normal age-related differences in vision, memory, comprehension, and motor skills affected performance.

19. The Revolution in Use of Electronic Technologies

20. Revolution How are Older Adults Using Electronic Technology? In general, it is still true that older adults use electronic devices less than younger adults. However, the fastest growing segment of Internet users are people over the age of 60 relative to new users in other age groups.

21. Revolution In 1984, about 2.5% of individuals over 55 owned computers. In 1998, about 25% owned them. And they are purchasing them with rapid speed so this percentage is increasing. (Department of Commerce, 1999, 2002) In a recent survey over 70% of elderly computers owners reported that they have Internet access and 80% said they have accessed it in the past month (SeniorNet, 1998; Adler, 2002)

22. Revolution It is predicted that Internet use by the elderly will increase as much as 358% from 3.7 million users in 2001 to 17.3 million in 2005. At present, it is estimated that about 22% of older adults are surfing the Web. (Scanlon, 2001; Pew Internet & Life Project, 2004)

23. Revolution This is not surprising because we knew almost 2 decades ago that computers could be introduced successfully into a variety of environments with older adults. (Morrell, in press; Morrell, Dailey, Feldman, Mayhorn, Echt, & Podany, 2003)  So, what are they doing on the Internet?

24. Revolution They are spending more time online than other age groups (approximately 8.3 hours per week). The are spending more money online than other age groups. The most common items purchased are clothing, music and compact discs, computer hardware, books, and computer software (in that order)! (e-Marketer, 2000, Greenfield Online, 2000, Willis, 2003)

25. Revolution A survey that my colleagues and I conducted revealed that middle-aged adults (ages 40 - 59), young-old adults (ages 60 - 74), and old-old adults (ages 75+) most wanted to learn how to do the same things on the Internet, but they ranked their choices differently. (Morrell, Mayhorn, & Bennett, 2000)

26. Use of Information Technology Preferences in Web Use by Middle Aged, Young-Old, and Old-Old Adults (Morrell, Mayhorn, & Bennett, 2000)

27. Revolution  The reasons they were not accessing the Internet were: 1) No access to a computer 2) No training opportunities or information But just as important: 3) They did not know what they could do on the Internet or how to find what they wanted to know suggesting there is a motivational issue here.

28. Projects as a Result of the Research

29. The NIH Senior Health Project

30. Projects • The NIH Senior Health Project was jointly sponsored by the National Institute on Aging and the National Library of Medicine. • Other institutes at the National Institutes of Health are will post components on the web site in the future on other health issues concerning older adults.

31. Projects • The project had two goals in its inception. • 1. To identify the basic and applied research in cognition and aging, perception and aging, and human factors and aging that could be used to form the basis of a set of guidelines to guide the construction of a web site that met the needs of • older adults. (Guidelines can also be applied to other electronic products) • 2. Apply the guidelines in the construction of an actual web site that would be accessible for older adults.

32. Projects • The NIH Senior Health Project employed scientific findings from basic and applied systematic research in cognition and aging and human factors and aging to guide the design of the web site for use by older adults. • The web site was designed to serve as a model that meets elderly accessibility requirements and also 508 accessibility standards, those recently mandated for persons with disabilities

33. Projects • Age-related changes in vision have implications on how a web site is designed for older adults. In particular they affect: • the typeface, type size, and type weight used; • the amount of contrast between the type and backgrounds; •  the spacing of the type and justification; and • and the use of color. • (Hartley, 1999; Morrell, et al., 2003)

34. Projects • Age-related changes in certain aspects of cognition (verbal and spatial working memory, text comprehension ability, and perceptual speed) may affect how well an individual can perform web navigation tasks. • (Craik & Salthouse, 2000; Salthouse, 1991) • These changes are usually not dramatic but their presence might interfere in the performance of computer tasks. • (Morrell & Echt, 1996, 1997; Morrell, 1997, 2002; • Morrell et al. 2003)

35. Projects • Design Implications • Writing the Text • Style • Phrasing • Complexity • Organization of the material • Incorporating Other Media • Illustrations and Photographs • Animation, Video, and Audio • Text Alternatives • (Park, 1992; Holt, 2000; Morrell, et al., 2003)

36. Projects • There are other aspects of web site construction that should be taken into consideration to help older adults navigate a web site. • Consistent Layouts • Navigation that is simple and straightforward  •  Style and Size of Icons and Buttons •  Scrolling or the lack of scrolling •  Site Maps •  Allow for pages to be read again • (Holt & Morrell, 2002; Morrell, 2002; • Morrell, Mayhorn, & Bennett, 2002; Morrell, et al., 2003)

37. Unique Aspects and Features of the www.NIHSeniorHealth.gov Web Site

38. Projects

39. Projects This is the “Talking Web”.

40. Projects Type size can be immediately enlarged.

41. Projects Page contrast can be changed.

42. Projects Example of normal page.

43. Projects Example of page using the Contrast Feature.

44. Projects The navigation system is readily apparent and consistent.

45. Projects Large buttons are easy to click on.

46. Projects The typeface and type size used are easy to read.

47. Projects The videos are a popular feature.

48. Projects The videos are easy to use.

49. Projects The videos feature audio and open captioning.

50. Projects Animations are used to illustrate textual concepts.