Comparing the Effectiveness of Video Training Alone Versus Hands-on Training for Older Adults Using GPS Technology

ECU Author/Contributor (non-ECU co-authors, if there are any, appear on document)

Michael Chandler Coleman (Creator)

Institution

East Carolina University (ECU )

Web Site: http://www.ecu.edu/lib/

Abstract: Rationale: The number of older drivers is expected to grow substantially in the coming years , making research regarding older adult mobility critical. Research related to enhancement of driver safety is imperative , as older adults have a much greater risk of injury and fatality when in a crash. One of the options is to use advanced technology to improve safety; however , training older adults to use technology requires different learning strategies than younger adults. In a recent study , it was demonstrated that older adults performed better after receiving video tutorial training on how to program and use a GPS compared to a control group. Purpose: The purpose of this study was to examine whether one-to-one , hands-on training is more effective in training older adults to program a GPS device as compared to video training alone and to no training. Design: A posttest only design that included three groups: two interventions (video-only training and one-to-one , hands-on training) , and a control group was used. Participants: Participants were 60 adults over the age of 60 , and all unfamiliar with GPS technology. Method: The two intervention groups used the same videos with the one-to-one , intervention providing opportunities for a hands-on/interactive experience. The video tutorials provided information on how to set up and drive with a GPS unit. The control group watched unrelated videos. Participants in all three groups completed nine destination entry tasks on the GPS unit without any assistance. Analysis: Outcomes were compared between the three groups. A one-way ANOVA was used to compare total time on each of the nine destination entry tasks between the groups and chi-square tests were used to determine the accuracy of entry method. Results: There were significant differences among the groups on the outcome measure of time for four of the nine destination entry tasks; the one-to-one , hands-on group had significantly lower times on three of those tasks while the video-only group had significantly lower times on one. Considering the mean time spent on tasks among groups , the one-to-one , hands-on group had lower average times on all but one destination entry tasks. Regarding accuracy of entry method , although results did not show the expected significance for the one-to-one , hands-on group as compared to the other groups , the one-to-one group had a higher percentage of correct entry method used than the other groups on seven of the nine tasks. Additionally , the one-to-one , hands-on group had a lower percentage of incorrect entry method used on all tasks. Discussion: Compared to the control group , training , both in the video-only and one-to-one , hands-on format , was an effective method for increasing performance. In addition , the one-to-one , hands-on training was an effective method for decreasing the amount of time spent on the destination entry tasks compared to the video only and control groups. Although accuracy varied between groups , the one-to-one , hands-on group showed improved performance on many tasks compared to the other groups. These results support the use of a one-to-one , hands-on training method when educating older adults to use technology systems such as GPS. The use of a training method which meets the unique needs of older adult learners may increase performance and confidence when using in-vehicle technologies , and therefore may promote on-road safety and allow older adults to remain driving for longer.

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Thesis

Language: English

Date: 2018

Keywords

Older adult learning

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