The Technology and Aging Project: Outcomes From a Randomized Field Trial

Background and Purpose: Positive social relationships can impact the physical and mental health of older adults. Although social network interventions have had limited success, recent research suggests use of Information and Communication Technologies (ICTs) (e.g., email, the Internet) can reduce loneliness among older adults by increasing contact with families and providing new social opportunities. Despite these possible benefits, older adults are less likely to go online than other age groups. Barriers to the use of ICTs by older adults include lack of training and support. The objectives of this study are: 1) to determine whether training provided to adults age 60 and older would increase participants' use of ICTs and 2) whether increased ICT use would influence other areas of life. We hypothesize that expanding ICT use and increasing ICT self-efficacy will increase social support, improve quality of life, and ultimately decrease loneliness and depression.

Methods: Participants for the Technology and Aging Project (TAP) were drawn from respondents to a community-based survey of technology-use distributed to adults age 60 and older in a rural Michigan county. Participants were randomly assigned to an experimental group (n=45) and a control group (n=38). There were no significant differences in demographics or outcome measures between the groups at baseline. The experimental group participated in a six-month training program in ICT use. Data were collected from both groups at baseline, 3 months, 6 months, and 3 months after the end of the training. Measures include computer-related outcomes, social-support related outcomes, and mental-health related outcomes. Analyses were conducted using mixed regression models.

Results: The experimental group reported significantly higher computer self-efficacy and used more ICTs compared to the control group at each time point post baseline. Computer self-efficacy and ICT use both increased significantly over time. Experimental group members reported more social support from friends compared to the control group and significantly higher quality of life. Computer efficacy had both a direct and indirect effect on ICT use – greater self-efficacy increased the number of ICTs used and accounted for the difference between the experimental and control groups. Computer self-efficacy was not, however, related to differences in social support or quality of life. This suggests that participating in the training itself, rather than the skills or knowledge gained from the training, may have contributed to these outcomes. In fact, for all experimental group outcomes there is a drop 3 months after the training ended.

Conclusions and Implications: Program participants reported increased computer self-efficacy and more frequent use of the ICTs emphasized in the training. This overcoming of the “digital divide” for older adults is an important first step in the developmental process envisioned in the intervention design. In addition, participants reported higher perceived social support and quality of life as hypothesized. The drop off at T4 suggests some issues with sustainability of these trends that needs to be addressed in future research. However, these findings suggest that a technology-related intervention can impact older adults, and raises challenging questions about social work's role in facilitating that involvement.