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Ability to Detect Digital Risks: Effects of an Educational Intervention and Dementia Risk Level
Ricardo de Oliveira Ferreira1, Isabella Gomes de Oliveira Karnikowski2, Emmanuely Nunes Costa3
1PPGCTS: Graduate Program in Health Sciences and Technologies, Faculty of Health Sciences and Technologies, University of Brasília-Ceilândia Campus, Brasília 72.220-260, DF, Brazil.
Introduction:
Several studies have been conducted in the field of education for older adults, with an emphasis on teaching and learning processes related to the use of digital technologies. Among the relevant aspects to be considered in this context is the cognitive vulnerability of this age group in terms of digital security.
Objective:
The aim of this study was to analyze the relationship between cognitive aspects of older adults and their ability to identify digital risks, before and after participating in an educational intervention, as well as the effect of the intervention on cognition in this age group.
Methodology:
Analyses were conducted according to the educational intervention and control groups, further stratified by digital risk (SJT) and dementia risk, according to the ACE-R test. The Mann-Whitney test was used to identify possible differences in the likelihood of falling for digital scams, considering the dimensions generated by the simulations (SJT).
Results:
Overall, the educational intervention was effective for the media education dimension (delta -0.5), regardless of dementia risk. More specifically, a particular effect was observed in the post-intervention stage.
Conclusions:
The educational intervention was able to promote cognitive gains and reduce digital risks among older adults, particularly in the identification of misinformation, underscoring the importance of continuous and adapted programs to promote digital security in this population.
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