Engaging Older Adults with Modern Technology: Internet Use and Information Access Needs

Engaging Older Adults with Modern Technology: Internet Use and Information Access Needs

Robert Z. Zheng (University of Utah, USA), Robert D. Hill (University of Utah, USA) and Michael K. Gardner (University of Utah, USA)
Indexed In: SCOPUS View 1 More Indices
Release Date: August, 2012|Copyright: © 2013 |Pages: 420
ISBN13: 9781466619661|ISBN10: 146661966X|EISBN13: 9781466619678|DOI: 10.4018/978-1-4666-1966-1


The study of older adults and internet use has emerged as a specific area of interest which covers a wide range of topics ranging from behaviors of senior adults in information search to attitude toward the internet, to the use of the internet for personal and health issues, and to cognitive constrains of seniors in Internet use.

Engaging Older Adults with Modern Technology: Internet Use and Information Access Needs takes a structured approach to the research in aging and digital technology in which older adults’ use of internet and other forms of digital technologies is studied through the lenses of cognitive functioning, motivation, and affordances of new technology. This book identifies the role and function of internet and other forms of digital technology in older adult learning. It also bridges the theories with practices in older adults’ internet/digital technology use by focusing on effective design and development of internet and other digital technologies for older adults’ learning. This title is targeted towards educators globally with an emphasis on diverse aspects in older adult and internet learning that include learner characteristics, cognition, design principles and applications.

Topics Covered

The many academic areas covered in this publication include, but are not limited to:

  • Assessment in Learning with New Digital Technology
  • Cognitive Functioning and Aging
  • Computer and Human Interaction in New Digital Technology Learning
  • Emerging Issues in New Digital Technology Design
  • Executive Control and Aging
  • Human Factors in the Design of New Digital Technology for Learning
  • Motivation and Aging
  • Self-Efficacy and New Technology Use
  • Working Memory and Aging

Reviews and Testimonials

In this volume aimed at educators, social workers, medical professionals, researchers, and policy makers, Zheng et al. (educational psychology, U. of Utah) compile 14 chapters that examine the role and function of the Internet and other digital technologies in older adult learning through the perspectives of cognitive function, motivation, and the benefits provided by new technologies, as well as principles of instructional design and new ideas for the needs of older adults. Contributed by researchers, practitioners, and theorists in teaching and learning, instructional design, computer-human interaction, cognitive psychology, and other disciplines from universities in the US, Asia, and Europe, the chapters address cognitive architecture, working memory, gesture visualization, and social collaboration; instructional design, with discussion of cognitive load theory, everyday technologies, age-related changes, and cognitive constraints in e-learning; and practical aspects, such as the impact of computer and Internet use on quality of life and autonomy, mnemonic interventions to improve memory, adoption of technologies, the benefits of e-health, the use of remote care delivery technologies, and the use of tele-health technology to support caregiver training.

– Book News Inc. Portland, OR

The studies are summarized in a chapter at the beginning of the book assisting in drawing the reader to find what may be of primary interest to them. Second, the compilation of references is unique; having a major list at the back of the book, not just after every chapter, aids finding quoted sources work faster. Illustrations, tables, figures and diagrams in all the chapters are designed well and easy to read. The organization of chapters follows the conventions that information researchers would expect to see in a good, logical and clear layout of an edited book. Overall, this book is highly recommended for those seeking current studies of the ways to engage older adults with information technologies. But importantly, it is also recommended for those seeking a well-written collection of studies about how information and communication technologies can aid the information seeking, finding and assessing processes of a rapidly growing aging population.

– Michael Nycyk, Curtin University of Technology, Information Research, 18(4)

Table of Contents and List of Contributors

Search this Book:

Author(s)/Editor(s) Biography

Robert Z. Zheng is an Associate Professor of Educational Psychology at the University of Utah in Salt Lake City, Utah. His publications include edited books, book chapters, and journal papers covering the topics of online learning, multimedia, cognition, and educational technology for lifelong learning. He is the editor and co-editor of many books including Understanding Online Instructional Modeling: Theories and Practices, Cognitive Effects of Multimedia Learning, Adolescent Online Social Communication, and Behavior: Relationship Formation on the Internet, and Engaging Older Adults with Modern Technology: Internet Use and Information Access Needs. He is the current editor-in-chief of the International Journal of Cyber Behavior, Psychology, and Learning. His work appears in academic outlets such as British Journal of Educational Technology, Journal of Educational Computing Research, Educational Technology Research & Development, and Journal of Technology, Instruction, Cognition, and Learning.
Robert D. Hill is Professor of the Department of Educational Psychology at the University of Utah in Salt Lake City, Utah. Professor Hill received his Ph.D. in Counseling Psychology from Stanford University in 1987. He was a Fulbright Scholar in The Netherlands in 2003-2004 at the Brain and Behavior Institute, Maastricht University. In 1993-1994, Dr. Hill was in residence at the Karolinska Institute in Stockholm, Sweden, where he studied cognitive factors that distinguish normal aging from dementia. He is a licensed Psychologist in the State of Utah and a Diplomate in Counseling Psychology from the American Board of Professional Psychology (ABPP), as well as a Fellow of the American Psychological Association. Dr. Hill has conducted research on memory and memory rehabilitation in older adults for over two decades. His research also examines the efficacy of healthcare delivery systems to an aging clientele. He is currently a member of the “Supporting Caregivers of Older Veterans Electronically” (SCORE) research team at the Salt Lake City Veterans Administration Geriatric Research Education and Clinical Center (GRECC).
Michael K. Gardner is Professor and Associate Chair of the Department of Educational Psychology, University of Utah. Professor Gardner received a B.A. in Psychology from Stanford University, and an M.S., M.Phil., and Ph.D. in Psychology from Yale University, with a specialty in Cognitive Psychology. He has conducted research on memory and aging, analogical reasoning and human intelligence, cognitive skill acquisition, detection of deception using psychophysiological methods, and methodological issues in psychology. He has received over 1.1 million dollars in research funding from the US Department of Defense for his various research projects, and serves as a grant reviewer for the National Science Foundation.