Exercising older people´s brains in Costa Rica: Design principles for using information and communication technologies for cognitive activity and social interaction

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Abstract

This study is part of a design-based research project aimed at designing a
learning intervention for enabling Costa Rican older people to use information
and communication technologies for cognitive activity and social
interaction. Data from relevant literature, a focus group with older adults,
and interviews with professionals teaching older adults how to use information
and communication technologies were analyzed, in order to create
context-sensitive design principles that could guide the design of learning
interventions that meet the needs of older learners. The analysis derived
context-sensitive design principles that include wider topics that influence
the learning process, such as emotions and stereotypes related to learning
about and using information and communication technologies, as well as
the social support to that learning. The resulting eight design principles
argue for respectful learning environments, in-depth comprehension of
changes related to aging, time and space to reflect on emotions related
to the learning process, and acknowledgment of participants’ individuality.
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Detaljer

This study is part of a design-based research project aimed at designing a
learning intervention for enabling Costa Rican older people to use information
and communication technologies for cognitive activity and social
interaction. Data from relevant literature, a focus group with older adults,
and interviews with professionals teaching older adults how to use information
and communication technologies were analyzed, in order to create
context-sensitive design principles that could guide the design of learning
interventions that meet the needs of older learners. The analysis derived
context-sensitive design principles that include wider topics that influence
the learning process, such as emotions and stereotypes related to learning
about and using information and communication technologies, as well as
the social support to that learning. The resulting eight design principles
argue for respectful learning environments, in-depth comprehension of
changes related to aging, time and space to reflect on emotions related
to the learning process, and acknowledgment of participants’ individuality.
OriginalsprogEngelsk
TidsskriftEducational Gerontology
Volume/Bind44
Tidsskriftsnummer2-3
Sider (fra-til)171-185
Antal sider14
ISSN0360-1277
DOI
StatusUdgivet - 22 feb. 2018
PublikationsartForskning
Peer reviewJa
ID: 270876469