Michael Sengpiel

Myths About Older People’s Use of Information and Communication Technology

This paper discusses six myths common in the field of ‘human-computer interaction (HCI) and older people’. These myths are widespread among computer scientists, engineers and programmers, as well as among the general public and even older individuals themselves. We can define these myths as follows. (1) Just wait and see. Future generations of older people will use computers without problems. This myth differs from those following, as it may lead to a (dangerous) conclusion of avoidance and inactivity by integrating myths 2–6. If the other myths are accepted as being true and one assumes that the problems will eventually solve themselves, it might not seem worthwhile to expend any effort on ‘universal design’ for older people’s use of information and communication technology (ICT). However, we argue that if we do not actively and properly counteract these myths, we will perpetuate them and their grave consequences. (2) Older people are not interested in using computers. They are unaware of computer capabilities. (3) Older people consider computers as useless and unnecessary. (4) Older people lack the physical capabilities to use ICT. (5) Older people simply cannot understand interactive computing technology. (6) You can’t teach an old dog new tricks. The problem of HCI for older people is that they do not learn to use new technologies and interaction techniques. In discussing these myths, we demonstrate that each one contains a grain of truth. However, the myths are improperly overgeneralized and, therefore, often wrong. Such myths are problematic. Designers and engineers often accept them as truths and neglect older users and/or apply information and communication technologies in an age-discriminating manner. Furthermore, the myths are problematic as they lead older people to avoid computer usage (i.e. a self-fulfilling prophecy). We present evidence to support the notion that these myths may often be largely – although not completely – wrong. We then demonstrate how they can be counteracted through user-centered design, training and instruction.

Compensating the effects of age differences in computer literacy on the use of ticket vending machines through minimal video instruction

The dominance of computers in todays work systems poses particular challenges for older workers. Specifically, their lack of computer experience and computer literacy impedes their ability to explore and use new interactive systems. To investigate the impact of computer literacy, 41 older (mean age 70 years) and 42 younger (mean age 25 years) participants were split evenly into two groups that differed in one aspect: to compensate the lack of computer literacy, the experimental group watched a brief instructional video immediately prior to solving eleven tasks using a simulated ticket vending machine, while the control group did not. Results indicate that both age groups benefited from watching the video, while older adults gained enough knowledge to be as effective as the younger non-video group. This result suggests that the careful design and integration of minimal instructions into interactive devices could contribute to maintain employment and even to find new employment opportunities for older workers.

Young by design: supporting older adults' mobility and home technology use through universal design and instruction

The dominance of computer technology in work and leisure poses particular challenges for older people. Specifically, their lack of computer literacy impedes their ability to explore and use new interactive systems. To investigate the effect of computer literacy and two approaches to compensate a lack thereof, 62 older (M=68 years) and 62 younger (M=25 years) participants were split evenly into three groups: the video group watched a brief instructional video immediately prior to solving eleven tasks using a simulated ticket vending machine, while the control group did not and the wizard group used a redesigned wizard interface instead of the original simulated ticket vending machine to solve the same eleven tasks. Results indicate that both age groups benefited from watching the video, while older adults benefited more, so much so, that they were as effective as the younger non-video group. For the wizard condition age differences were practically eliminated. Particularly efficacy and satisfaction of the older group increased substantially. This result suggests that the careful design and integration of minimal instructions or wizards into interactive devices could contribute to maintain independent living and societal integration for older people.

Validation of the Computer Literacy Scale CLS

Successful use of ICT requires domain knowledge and interaction knowledge. It shapes and is shaped by the use of ICT and is less common among older adults. This paper focus on the validation of the computer literacy scale CLS introduced by [14]. The CLS is an objective knowledge test of ICT-related symbols and terms commonly used in the graphical user interface of interactive computer technology. It has been designed specifically for older adults with little computer knowledge and is based on the idea that knowing common symbols and terms is as necessary for using computers, as it is for reading and writing letters and books. In this paper the Computer literacy scale is described and compared with related measures for example computer expertise CE, Computer Proficiency CPQ and computer anxiety CATS. In addition criterion validity is described with predictions of successful ICT use exemplified with 1 the use of different data entry methods and 2 the use of different ticket vending machine TVM designs.

Integrating Training, Instruction and Design into Universal User Interfaces

Elderly people are often considered unable or unwilling to learn novel things or to acquire new skills. The saying “You can’t teach an old dog new tricks” has many equivalents in other languages. However, we know from many findings in basic research and from common experience (seniors can even learn to juggle, to play the piano or to speak Chinese) that this widespread assumption is simply wrong.

Teach or Design? How Older Adults’ Use of Ticket Vending Machines Could Be More Effective

The dominance of computer technology in work and leisure poses challenges for older people. Their lack of computer experience and computer literacy impedes their ability to explore and use new interactive systems. This is particularly challenging for the design of public access systems, such as ticket vending machines (TVM). This article describes a conflict relevant for many designers considering age-related differences in technology use: should the user be taught to use the existing design or should the design be changed to accommodate older users? An experiment was conducted to directly compare these alternative approaches with each other and with a simulation of an existing TVM. It compares three TVM designs regarding the usability criteria of effectiveness, efficiency and satisfaction, controlling for age, and cognitive and motivational characteristics. 62 older (M = 68 years) and 62 younger (M = 25 years) participants were split into three groups: The control group solved 11 tasks using a simulation of the TVM, the video group watched a brief instructional video before solving the same tasks with the same TVM, and the wizard group used a redesigned wizard interface instead. Results indicate that young and old participants’ performance improved after watching the video, but older participants improved more, reaching the effectiveness of the young control group. In the wizard condition, age differences in effectiveness and satisfaction were eliminated; however, speed differences remained in all conditions. The results suggest that the simple integration of minimal video instruction or a task-oriented wizard design can make public access systems truly universally usable, and that the wizard TVM was a true “walk-up-and-use system.”

What can i say?: presenting stimulus material to support storytelling for older adults.

Active reminiscence is an important aspect of healthy aging and wellbeing. But recalling life stories on the spot is not easy. This paper addresses potential stimulus material in the context of HistoryTelling, an interactive, social platform for older adults on which they can record and pass on life stories and historical events to younger generations. In an HCD+ approach, we conducted workshops and interviews to get information about the occasion to pass on life stories and potential design recommendations on stimulus material. We found that both, the old and the young enjoyed the time spent together, appreciated the possibility to bond within the workshop and that pictures and questions were suitable as stimulus material for reminiscing, but that stories work best. We conclude with an outlook on our plans for further development of the HistoryTelling system.

Finding User Preferences Designing the Innovative Interaction Device “BIRDY” for Intensive Care Patients

The awakening process of artificially respirated patients on intensive care units from unconsciousness is called weaning. In this phase, patients experience difficulties to communicate their basic needs or to meaningfully contact staff and relatives. This means psychological distress for all affected persons - patients themselves, medical/nursing staff and relatives. One major goal of project ACTIVATE is developing and evaluating the innovative, ball-shaped input device BIRDY. It integrates recent technology in terms of sensors, actors, energy supply and wireless communication. Ventilated patients should use BIRDY to interact with the ACTIVATE system that is intended to support communication, provide relevant information and control smart appliances in the room. This quasi-experimental study is part of a larger requirements analysis and aims to show which physical characteristics of BIRDY are relevant for potential users and which values are preferred. In the study, subjects evaluated several everyday objects in a more or less handy form with characteristic values that could be eligible for the design of BIRDY. The subjects were divided into two peer groups: adults and senior adults. The latter was explicitly chosen due to the relatively high average age on intensive care units in Germany. The setting was created as realistic as in the laboratory possible. Participants conducted a pairwise comparison, ranked objects against fixed characteristics and chose a preferred object, which was used to interact with. Within this contribution, the results of the study and derived design proposals for the interaction device BIRDY are described in detail and discussed.

Age-Appropriate Design of an Input Component for the Historytelling Project

As a result of the demographic change, the population of the older adults within our society increases steadily. If done right, information and communication technology offer great potential benefit for older users. Thus, we focus on a human-centered design approach for aging (HCD+). This Paper describes the development of an input component for the Historytelling project, a cooperative interactive platform for older adults to connect life stories with historic events and appreciate the potential for older adult’s life experience. We conducted a task analysis based on requirements for the Historytelling project and developed a high-fidelity prototype which was tested with eleven older adults. The prototype was valued highly overall but still had minor usability issues. Thus, we could show that a rather complex task such as telling a life story with various multimedia objects can be executed by older adults if they are integrated into the design process from early on.

Participatory Human-Centered Design of a Feedback Mechanism Within the Historytelling System

This article describes the procedure and results of two workshops conducted following interviews with potential users within the development process of a feedback component for the Historytelling system, a cooperative interactive website for older adults. For the development of the Historytelling system we follow a Human Centered Design for aging (HCD+) process, gathering requirements and designing first prototypes of this component. Workshop results show that the most important element of the feedback component is the personal, context sensitive acknowledgement of the stories which can be enriched with multimedia contents to provide more palpable appreciation.