The digital age project: strategies that enable older social housing residents to use the internet

Provides insights into the factors affecting technology adoption for older and disadvantaged people, and provides training and interface guidelines and a potential model for other public housing communities to become more digitally aware. Research Aims The experience of social housing communities in countries like the United Kingdom suggests that while access to digital infrastructure and equipment is important, access alone does not equate to digital inclusion. The aim of this research was two-fold, namely to: Understand the impact of access to and use of the internet, within a community of potentially vulnerable consumers; and, Determine the strategies that may assist people living in public housing communities to become more digitally aware and enable them to take advantage of online services such as health, government, news, shopping and methods of online communication. The research also sought to determine what benefits may flow from information technology skills to perceptions of social connectedness, self-efficacy, resilience, health and well-being. Given that people with low levels of computer literacy typically face greater risk of cognitive overload in attempting to learn new technologies, the principles and guidelines from Cognitive Load Theory were applied to training materials and activities to minimise cognitive load and thereby facilitate learning. The research was designed with a view to providing important insights into the factors affecting technology adoption for older and disadvantaged people, as well as providing training and interface guidelines and a potential model for other public housing communities to become more digitally aware

An analysis of social interaction between novice older adults when learning gesture-based skills through simple digital games

This paper reports three exploratory empirical studies with older adults that had little or no prior experience with interactive technologies. The participants were introduced to interactive technology by playing games on touchscreens, playing in pairs with the assistance of a mentor. We focus on two principle aspects, the peer-to-peer interaction during these sessions, and the role of the mentor in progressing the sessions. In the case of peer-to-peer interaction we looked for ways in which players supported each other during interaction to assess the role of peer interaction in this context. In the case of mentoring, we examined the efficacy of a minimalist approach where verbal encouragement, suggestions or (in the last resort) intervention are used to provide support to learners. The sessions showed that learners typically could play and learn basic manipulations independently after initial help and guidance from mentors. We also found that peer interaction, both in verbal and non-verbal communication and cooperative action was broadly a positive influence within sessions, suggesting that there is significant value in building confidence as well as in learning

Human-Computer Interaction

In this book the reader will find a collection of 31 papers presenting different facets of Human Computer Interaction, the result of research projects and experiments as well as new approaches to design user interfaces. The book is organized according to the following main topics in a sequential order: new interaction paradigms, multimodality, usability studies on several interaction mechanisms, human factors, universal design and development methodologies and tools