Aging, Literacy, Literacy-language Intervention, Older Adults (60 - 85 Years Old)
Conditions
Keywords
digital literacy, smartphone, ehealth, gerontology, lifelong learning
Brief summary
This study examined whether a structured, classroom-based smartphone training programme can improve digital literacy and confidence in using a smartphone among adults aged 60 years and older enrolled in a lifelong-learning programme. The study used a non-randomised, wait-list-controlled design with two existing class cohorts: one cohort received the training first (intervention group), and the other continued with its usual programme activities and served as a comparison (wait-list control group). Digital literacy and smartphone self-efficacy were measured before the training, immediately after the training, and again three months later. The aim was to determine whether older adults who took part in the training showed greater improvement than those who did not.
Detailed description
The training programme consisted of 12 sessions delivered over 6 weeks (two sessions per week, each lasting 90 to 105 minutes). Content was mapped to the DigComp 2.2 digital competence framework and covered practical smartphone skills for everyday life. Sessions used participants' own Android smartphones together with a projector for demonstration, a class messaging group for support, and between-session practice tasks. The intervention arm comprised the advanced-level cohort of the Akdeniz University 60+ Refresher (Tazelenme) University, and the wait-list control arm comprised the second-year cohort of the same programme. Two instruments were used. Digital literacy was assessed with the Digital Literacy Scale (score range 12 to 60), the primary outcome. Smartphone self-efficacy was assessed with the Smartphone Self-Efficacy Scale (score range 20 to 100), a secondary outcome. Both were administered at baseline (T1), immediately after the intervention (T2), and at three-month follow-up (T3). Programme satisfaction was assessed with a short questionnaire after the intervention. The primary analysis used a baseline-adjusted linear mixed model on the full analysis set, including a group-by-baseline interaction and adjustment for age, sex, education, and marital status. Robustness was examined through several pre-specified sensitivity analyses, including per-protocol analysis, difference-in-differences, propensity-score overlap weighting, multiple imputation, and a conservative worst-case (missing-not-at-random) analysis.
Interventions
BEHAVIORALStructured smartphone-based digital literacy training
Instructor-led smartphone training delivered in 12 sessions over 6 weeks (twice weekly, 90 to 105 minutes), mapped to the DigComp 2.2 framework, using participants' own Android smartphones, a projector for demonstration, a class messaging group, and between-session practice tasks.
Sponsors
Akdeniz University
Study design
Allocation
NON_RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
NONE
Intervention model description
Two intact class cohorts were allocated at the group level to the intervention and wait-list control arms; assignment was not randomised at the individual level.
Eligibility
Sex/Gender
ALL
Age
60 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* Aged 60 years or older * Enrolled in the Akdeniz University 60+ Refresher (Tazelenme) University programme * Owns and regularly uses an smartphone * Able to attend the scheduled training sessions * Provides written informed consent
Exclusion criteria
* Severe cognitive, visual, or hearing impairment that would prevent participation in the training
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Change in Digital Literacy Scale (DLS) score | Baseline (T1), immediately post-intervention (approximately week 6, T2), and 3-month follow-up (T3) | Digital literacy assessed with the Digital Literacy Scale. Scores range from a minimum of 12 to a maximum of 60. Higher scores indicate greater digital literacy (a better outcome). |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Change in Smartphone Self-Efficacy Scale (SSES) score | Baseline (T1), immediately post-intervention (approximately week 6, T2), and 3-month follow-up (T3) | Smartphone self-efficacy assessed with the Smartphone Self-Efficacy Scale. Scores range from a minimum of 20 to a maximum of 100. Higher scores indicate greater smartphone self-efficacy (a better outcome). |
| Programme satisfaction | Immediately post-intervention (approximately week 6, T2) | Participant satisfaction with the training programme, assessed with a 10-item satisfaction questionnaire. Scores range from a minimum of 10 to a maximum of 50. Higher scores indicate greater satisfaction (a better outcome). |
Countries
Turkey (Türkiye)
Contacts
STUDY_DIRECTORGülüşan Özgün Başıbüyük
Akdeniz University
Outcome results
None listed