检测数字风险的能力:教育干预和痴呆症风险水平的影响
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.
一项教育干预改善了老年人识别数字风险和错误信息的能力. 该计划增强了认知技能,减少了对在线诈骗的脆弱性,并促进了数字安全.
科学领域:
- 老年学是指老年学的学科.
- 数字识字教育数字识字教育
- 认知科学 认知科学
背景情况:
- 老年人面临着关于数字安全的独特认知漏洞.
- 专注于数字技术使用的教育对这一群体至关重要.
- 了解认知方面是解决老年人数字风险的关键.
研究的目的:
- 检查老年人的认知能力与他们的数字风险识别之间的联系.
- 评估在教育干预之前和之后数字风险识别的变化.
- 评估干预对老年人认知功能的影响.
主要方法:
- 对干预和控制组进行比较分析.
- 根据数字风险 (SJT) 和痴呆风险 (ACE-R测试) 的分层.
- 曼-惠特尼测试用于比较数字骗局识别概率.
主要成果:
- 该教育干预措施在媒体教育方面表现出有效性 (delta -0.5).
- 特别是在干预后阶段注意到了积极的影响.
- 无论痴呆症风险水平如何,都观察到干预的好处.
结论:
- 该教育计划成功地提高了老年人的认知能力.
- 数字风险识别,特别是对错误信息的识别,得到了显著改进.
- 持续的,量身定制的计划对于加强这一群体的数字安全至关重要.
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