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Effectiveness of Instructional Strategies Designed for Older Adults in Learning Digital Technologies: A Systematic Literature Review

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Abstract

An ageing population is a universal phenomenon experienced worldwide. In parallel with these demographic changes, a significant breakthrough in digital devices has also influenced this digital age. Designing instructional strategies to promote meaningful learning among older adult learners has been a long-standing challenge. To enhance older adults’ life-long learning experiences, implementing instructional strategies in the process through which such adults learn can help to improve effective learning. Despite significant calls for research in this area, there is still insufficient research that systematically reviews the existing literature on older adult learning needs and preferences. Hence, in the present article, a systematic literature review was conducted of the effectiveness of instructional strategies designed for older adult learners through the use of digital technologies. The review was guided by the publication standard, which is ROSES (Reporting Standard for Systematic Evidence Syntheses). This study involves articles selected from two established databases, Web of Science and Scopus. Data from the articles were then analysed using the thematic analysis, which resulted in six main themes: (1) collaborative learning; (2) informal learning setting; (3) teaching aids; (4) pertinence; (5) lesson design; and (6) obtaining and providing feedback. The six main themes produced a further 15 sub-themes. The results from this study make significant contributions in the areas of instructional design and gerontology. The findings from this study highlight several important strategies of teaching digital technology, particularly for older adults, as follows: (1) to enhance instructional design use in teaching digital technology based on the needs and preferences of older adult learners; and (2) to highlight the factors for, and impact of, learning digital technologies among older adults.

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Acknowledgements

The team would like to thank the Malaysian Ministry of Higher Education for funding this study under Fundamental Research Grant Scheme (FRGS Nos. FRGS/1/2020/SS10/UNISEL/03/4). This work was supported by Universiti Selangor (UNISEL).

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Authors and Affiliations

  1. Faculty of Computer and Mathematical Sciences, Perak Branch, Universiti Teknologi MARA, 35400, Tapah Road, Perak, Malaysia

    Nahdatul Akma Ahmad

  2. Faculty of Communication, Visual Art and Computing, Universiti Selangor, Bestari Jaya, 45600, Selangor, Malaysia

    Muhammad Fairuz Abd Rauf & Azaliza Zainal

  3. Faculty of Education and Social Sciences, Universiti Selangor, Bestari Jaya, 45600, Selangor, Malaysia

    Najmi Najiha Mohd Zaid & Tengku Shahrom Tengku Shahdan

  4. Faculty of Computer and Mathematical Sciences, Universiti Teknologi MARA, 40450, Shah Alam, Selangor, Malaysia

    Fariza Hanis Abdul Razak

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Ahmad, N.A., Abd Rauf, M.F., Mohd Zaid, N.N. et al. Effectiveness of Instructional Strategies Designed for Older Adults in Learning Digital Technologies: A Systematic Literature Review. SN COMPUT. SCI. 3, 130 (2022). https://doi.org/10.1007/s42979-022-01016-0

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