Learning, Efficacy, and Achievement Framework for Older Adults: A Technology Acceptance Model Approach
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Gleaton, Emily C.
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Abstract
Smart Assistive Technologies (SMATS) have the potential to improve the lives of older adults by helping them age in place. Many of these emerging technologies provide a range of benefits that assist older adults with activities of daily living, including improved health management, enhanced safety, and increased social connectivity. For instance, smartphone applications can assist elderly individuals with managing their medications independently, or conversational agent technologies can be used to contact emergency services if a telephone cannot be reached. By leveraging these technologies, older adults can enjoy greater autonomy, maintain their daily routines, and engage more actively in their communities. Despite the potential benefits of SMATS, many older adults struggle to adopt and use them. One potential method to improve the adoption and use of SMATS among older adults is improving the associated instruction and training. From a macroscopic perspective, effective instructional design and training methods could prompt a behavior change that leads to technology adoption, an idea that is supported by the Health Belief Model (HBM; Rosenstock, 1966). This model stands out as one of the foundational health psychology models because it was developed to understand practical problems, such as why people fail to adopt disease prevention measures like tuberculosis screenings (Rosenstock, 1974a). The systems approach to training (W. Rogers et al., 2001) can be applied to develop instructions and training to meet the needs of older adults. The systems approach to developing instructions
and training involves identifying the problem domain, the specific tasks, the trainee population, the cost (in terms of time and money), and the resources available (S. Czaja & Sharit, 2013). The systems approach also involves identifying the best modality of instruction to be employed, given the details and context of an application. However, this approach does not integrate technology adoption literature, leaving a critical research gap. To address this gap constructs from the Unified Theory of Acceptance and Use of Technology 2 (UTAUT 2) and the Health Belief Model (HBM) were integrated into the Learning, Efficacy, and Achievement Framework (LEAF). The LEAF was then integrated within the systems approach to developing instructions and training, supplementing it to improve outcomes by addressing the unique challenges and barriers older adults face when adopting and using SMATS. Older adults often encounter specific barriers that younger adults do not experience. Therefore, incorporating insights from technology adoption literature, the LEAF provides a comprehensive framework for developing tailored instructions and training targeting these potential problems.
This paper focuses on integrating technology acceptance literature into a framework that can be applied within the systems approach to developing training for older adults. The end goal of using the LEAF within the systems approach is to create an improved instruction and training program that can prompt behavior change, leading to the successful adoption and use of SMATS among older adults. The LEAF has three major components: 1) Learning, 2) Efficacy, and 3) Achievement. Learning incorporates two main principles: providing purpose and meeting learner needs. Providing purpose emphasizes the importance of users understanding their individual health-related needs and how adopting SMATS can address them. By offering clear, balanced information, users can develop outcome expectations crucial for the adoption and sustained use of SMATS. This involves understanding the health-related needs that SMATS can address and fostering a belief in users’ abilities to engage with new technology successfully. Meeting learner needs on reducing the effort required to adopt and use SMATS. It highlights the importance of integrating SMATS into daily life and addresses users’ abilities to engage effectively with new technology. Efficacy within the LEAF aims to increase older adults’ confidence in using technology by providing hands-on experience. These experiences demonstrate the specific benefits of SMATS and allow the learner to understand the amount of effort necessary to adopt and use the technology successfully. This approach ultimately enhances older adults’ readiness to adopt and use technology effectively. Additionally, it focuses on reducing anxiety associated with using a new technology by providing assistance and training appropriate for the user’s needs. Lastly, Efficacy in the LEAF emphasizes the role of social support networks. These networks are crucial in shaping attitudes toward technology adoption among older adults. Positive support from family and friends influences attitudes toward technology adoption, while negative influences can hinder adoption efforts.
Lastly, Achievement in the LEAF underlines the importance of reducing cognitive load and breaking tasks into sub-goals to reduce barriers to adoption. Setting clear, achievable goals and celebrating accomplishments can enhance older adults’ self-efficacy, encouraging habitual use of SMATS. Moreover, breaking down larger learning goals into smaller, manageable tasks improves learning and self-efficacy by fostering problem-solving skills. Researchers and educators can utilize these strategies to foster greater confidence and proficiency in using technology.
In conclusion, the LEAF represents a pivotal strategy for addressing some of the challenges older adults face that hinder their adoption and use of SMATS. By leveraging insights from technology adoption literature, the LEAF, within the systems approach, enables the development of tailored training programs that cater to older adults’ unique needs and circumstances. This, in turn, lowers barriers to adopting and using SMATS in their daily lives. Further research and application of the LEAF framework can continue to refine our understanding and implementation of effective technology training strategies for older adults. If applied, this framework, grounded in both theory and empirical research, has the potential to foster the ability of older adults to age in place using SMATS.
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2024-08
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