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Related Experiment Video

Updated: Jul 14, 2026

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills
07:31

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

Published on: February 13, 2020

Training older adults to use new technology.

Jamye M Hickman1, Wendy A Rogers, Arthur D Fisk

  • 1School of Psychology, Georgia Institute of Technology, 654 Cherry St., Atlanta, GA 30332-0170, USA. jamye@gatech.edu

The Journals of Gerontology. Series B, Psychological Sciences and Social Sciences
|August 3, 2007
PubMed
Summary

Guided attention training benefits both younger and older adults for learning new technology, while guided action training improves immediate performance. This highlights distinct training outcomes for performance versus long-term learning.

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Area of Science:

  • Gerontology
  • Human-Computer Interaction
  • Educational Psychology

Background:

  • Effective technology training for older adults is crucial for their engagement and independence.
  • Existing training guidelines lack specificity regarding optimal methods for different age groups and learning outcomes.
  • Differentiating training benefits for immediate performance versus long-term learning is essential.

Purpose of the Study:

  • To compare the effectiveness of guided action training versus guided attention training.
  • To assess training benefits for both younger and older adults.
  • To determine which training method best supports immediate performance and long-term learning of new technologies.

Main Methods:

  • Participants (younger and older adults) were trained on a novel technology system.

Related Experiment Videos

Last Updated: Jul 14, 2026

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills
07:31

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

Published on: February 13, 2020

  • Two training conditions were employed: guided action training and guided attention training.
  • Performance was assessed during training, and learning was evaluated subsequently.

    • Main Results:

    • Guided action training resulted in superior performance during the training phase for both age groups.
    • Guided attention training demonstrated a clear advantage for learning outcomes in both younger and older adults.
    • Age did not moderate the differential effects of training types on performance versus learning.

    Conclusions:

    • Training methods have distinct impacts on immediate performance and long-term learning.
    • Guided attention training appears more effective for fostering durable learning of new technologies across age groups.
    • Future research should consider training objectives when selecting methods for older adult technology education.