[Exploring the impact of a group-based tablet-PC training program in older adults]. / Impact d'un programme de formation de groupe à l'utilisation de la tablette numérique chez des personnes âgées.

OBJECTIVES: There are several barriers to older adults using internet and information and communication technology (ICT). It has been suggested that appropriate training is necessary to support the learning process and is an important issue with regards to digital inclusivity for older adults. This study explored the impact of a tablet-PC training program for older adults, provided in a group setting. RESULTS: Thirteen community-dwelling older adults attended the program (ten one and half hour training sessions, taking place once every 2 weeks) and completed pre- and post- assessments. After the intervention, participants showed significantly higher levels of ICT acceptance (87.6 vs. 113.5, p=0.002) and proficiency (109.5 vs. 132.7, p=0.003) than before the intervention. However, they did not showed improvement in feelings of loneliness, symptoms of depression and global cognitive function. Qualitative analyses indicated that the intervention enabled older adults to become more up to date with the information society and promoted tablet-PC acceptance. Although it helped older adults to feel less isolated, it did not enable them to form genuine friendships. CONCLUSION: The intervention was effective in improving older adults' digital literacy and promoting ICT acceptance, allowing the digital divide to be narrowed.

Maintaining Cognitive Functioning in Healthy Seniors with a Technology-Based Foreign Language Program: A Pilot Feasibility Study.

Researchers have hypothesized that learning a foreign language could be beneficial for seniors, as language learning requires the use of extensive neural networks. We developed and qualitatively evaluated an English training program for older French adults; our principal objective was to determine whether a program integrating technology is feasible for this population. We conducted a 4-month pilot study (16, 2-h sessions) with 14 French participants, (nine women, five men, average age 75). Questionnaires were administered pre- and post-intervention to measure cognitive level and subjective feelings of loneliness or social isolation; however, these scores did not improve significantly. Post-intervention, semi-directive interviews were carried out with participants, and a content/theme analysis was performed. Five main themes were identified from the interviews: Associations with school, attitudes toward English, motivation for learning English, attitudes toward the program's organization, and social ties. The program was found to be feasible for this age group, yet perceived as quite difficult for participants who lacked experience with English. Nonetheless, most participants found the program to be stimulating and enjoyable. We discuss different suggestions for future programs and future directions for foreign-language learning as a therapeutic and cognitive intervention.