DICT and seniors: How can research experience help us
map digital competencies?
Cecília Henriques1 and Denise Pilar2
1
2
Universidade Federal de Santa Catarina, Florianópolis, Brasil
SAP Labs LATAM, Av. SAP, 188. São Leopoldo, RS, Brazil
ceciliamhenriques@yahoo.com.br
denise.pilar@live.com
Abstract. The development of digital competencies is progressive and influenced by use: the more digital resources are used; the more people develop digital competencies. Yet, when considering the elderly public and their specificities, learning to use DICT in Brazil has been driven by short training courses
that teach how to use computers and smartphones. For those courses to be more
effective and assertive, it is important to map the digital competencies that are
already developed by the elderly. Therefore, the question is: how can experience research help in the mapping of digital competencies of elderly users? To
answer this question, we carried out an inventory of experience research methods, seeking to identify which among them would be more suitable for mapping
digital competencies of the elderly. Next, some data were collected using the
identified methods, in order to understand how effective they could be for mapping the digital competencies of this audience. The results show that some
methods used in Experience Research are useful for mapping digital competencies and can help researchers and teachers to better direct their research and
courses to this specific audience. We expect this proposal to spark and broaden
the discussion on the use of DICT by the elderly, user experience, experience
research and digital competencies.
Keywords: Digital Competencies, Elderly, User Experience.
1
Introduction
The increase in life expectancy brings important demands regarding the well-being
and inclusion of older people when it comes to ensuring healthy aging and social
inclusion of the elderly, especially when considering the elderly as someone who still
has much to live, experience, and contribute to their community. In this context, the
actions that enable the social inclusion of the elderly are important and, in times of
massive use of Digital Information and Communication Technologies (DICT), their
digital inclusion, since the technologies have become essential and inevitable, especially when it deals with communication, socialization, education and work.
DICT make older people both delighted and afraid, at the same time: enchanted, particularly by the ease of communication and the ability to access different content and
2
resources; fearful because, despite favoring family, social, business or financial relationships, for example, they do not always understand how these technologies work,
what resources are available, or what are the possibilities for interaction. There is also
a concern about safety when using digital devices.
Hence, the need for practices specifically targeted to this age group. In order for
DICT to provide a user experience that matches what users want and need, they must
meet certain accessibility and usability requirements. However, accessibility and usability alone do not account for the digital inclusion of the elderly, and the development of digital literacy is an important factor to consider. That requires the development of digital competencies, which means that users need to know how to access,
analyze, and interpret information that is necessary for learning, for the development
of critical thinking and for problem solving. They should also be able to express and
disseminate information in a democratic and ethical way, and to retrieve information
in a safe and critical manner. Such competencies are considered essential for personal,
social, and professional life, especially considering that most of today's daily activities
are mediated by digital resources.
The development of digital competencies is progressive and influenced by use: the
more digital resources are used, the more people develop digital competencies. Yet,
when considering the elderly public and their specificities, learning to use DICT in
Brazil has been driven by short training courses that teach how to use computers and
smartphones. For those courses to be more effective and assertive, it is important to
map the digital competencies that are already developed by the elderly. Therefore, the
question is: how can experience research help in the mapping of digital competencies
of elderly users? To answer this question, we carried out an inventory of experience
research methods, seeking to identify which among them would be more suitable for
mapping digital competencies of the elderly. Next, some data were collected using the
identified methods, in order to understand how effective they could be for mapping
the digital competencies of this audience. Thus, even though the article describes a
study for mapping digital competencies, carried out with a group of elderly people,
the objective here is to discuss the use of experience research in the mapping of digital competencies of elderly users.
This paper presents an overview of the use of DICT by Brazilian elderly people, in
the year of 2019. It also discusses the digital competencies that are considered essential today, as well as the qualitative methods of experience research that can support
the mapping of digital competencies of elderly users. Lastly, we present some approaches used to mapping digital competencies with this audience, seeking to be more
assertive.
2
Elderly Brazilians
In Brazil, an individual aged 60 or more is considered to be part of the elderly age
group. The Elderly Statute, Law n. 10,741, dated October 1, 2003, is the instrument
3
“designed to regulate the rights guaranteed to people aged 60 or over” (1). Although
having begun later than more developed countries, population aging is a process that
has been occurring rapidly in Brazil. And it generates changes in the age structure of
the population, as there is a decrease in the number of children and young people,
and, at the same time, there is an increase in the number of adults and the elderly in
the total population. The population aged 60 or over went from 14.2 million in 2000
to 19.6 million in 2010, with a projection of 41.5 million in 2030 and 73.5 million in
2060 (2).
Unlike individual aging, population aging results in social and economic challenges
and possibilities that are collective, albeit with direct individual effects, such as the
guarantee to social security, health care, social assistance and care, education, work ,
housing, and, above all, social integration. In addition, the Elderly Statute guarantees
to the elderly with absolute priority, “the realization of the right to life, health, food,
education, culture, sport , leisure, work, citizenship, freedom, dignity, respect and
family, and community coexistence ”, which explicitly includes the obligation of the
family, the community, the society, and the Public Power (1).
Considering, then, that population aging is a reality, in addition to the need for
public policies to address the social protection of this public and the guarantee of
housing, food, physical health, care and moral health, leisure, work, stability, respect,
and non-discrimination, there is still a need to intensify work that protects them from
exclusion and social vulnerability, guaranteeing this age group the right to participate
in different social spheres, in an inclusive manner, respecting the characteristics specific to their age.
In the meantime, public policies aimed at this age group must consider the specific
characteristics of this stage of development, among which stand out: diseases, since
over the years, the body is subject to more diseases, especially chronic and associated
ones (comorbidities), especially diabetes, hypertension, obesity and hypercholesterolemia (3); gender differences, since the number of elderly women is greater than that
of men1,, “the result of mortality different rates between the sexes, which for the male
population are always higher than those observed among women (2).
The increase in life expectancy is also a relevant factor for both men and women,
even though women’s life expectancy exceeds that of men (which also explains the
greater number of women in this age group). Globally, “life expectancy increased
from 47 years between 1950-1955, to 65 years between 2000-2005, and is expected to
reach 75 years between 2045-2050 (4). In Brazil, according to data from the 2015
National Household sample survey, the Southeast and South regions recorded the
highest percentages of elderly individuals (15.7% and 16.0%, respectively), while the
North region (including the Amazon area) recorded the lowest percentages (10, 1%)
(5).
In addition, the aging process is slow and gradual, taking different paces, depending on each person, and being influenced, among other factors, by genetics, social,
historical, psychological aspects, as well as by dieta habits. Although most elderly
1
The sex ratio for the population over 60 years of age is about 0.8, indicating that there are
approximately 80 men for every 100 women (2).
4
people have multiple health issues over time, especially chronic, non-communicable
diseases, such as diabetes and high blood pressure, the passage of time is not a synonym for dependence (6).
Although most elderly people experience loneliness or social2 and / or emotional
isolation, this is not a natural and permanent state for all of them. Many elderly people
do want to “continue studying and working on something that gives them pleasure.
They want to be productive, useful, and active at this life. They don't just want to
occupy time, spend time, fill time, waste time. Time, for them, is extremely valuable
and cannot be wasted. They don't want to retire from themselves ”(7). They are people who want to work not (only) because of the material need that so much effort
demanded from their ancestors, but because they want to find meaning for this moment in life.
In Brazil, many elderly people seek and participate in courses offered mainly by
Universities Open to the Third Age (as these stage of life is often referred to as, in
Brazil), programs and extension courses offered by Public or Private Universities or
specific centers for the elderly, generally maintained by municipal government. These
courses are offered, in the majority, in person. The most popular topics include consumer law, basic and daily health care, physiotherapy, nutrition, computer courses,
and foreign languages3. Such proposals aim at social inclusion, active participation in
society, and access to education, either to guarantee the learning that was not possible
at a regular age, or for upskilling and personal development.
3
Digital competencies
In recent years, several terms have been used to describe the skills and competencies
of using digital technologies, such as ICT competencies, technology skills, information technology skills, 21st century skills, information literacy, digital literacy and
digital competencies. These terms are often also used interchangeably (9). Digital
competency has become an essential concept to describe the knowledge, skills and
attitudes that people should have in today's society. It relates to digital literacy and it
is one of the eight competencies recognized as essential for lifelong learning by the
European Community, and it is also the competency that enables a better insertion in
the digital environment, not only through the acquisition of technical competencies,
but also through a deeper understanding of the DICT and their interactive and collaborative environments (10).
2
“It implies the scarcity of meaningful and satisfying relationships with regard to the quality of
the various types of relationship that a person may have, such as superficial or intimate relationships, relationships with old or recent friends, with co-workers, with neighbors or relatives ”(8).
3
There are many Universities Open to the Elderly in the country, linked to both private and
public Universities, which open their doors to the elderly with extension courses on different
themes. Examples of these projects, among others: USP60+ (https://prceu.usp.br/usp60/),
UATI (https://www3.uepg.br/uati/), UNATI (http://www.unati.uem.br/index.php/), UATI
(https://www.pitangui.uepg.br/uati/), UATI (http://www.nuati.uneb.br/saiba%20mais.html),
UNATI (http://www.pucrs.br/unati/).
5
According to the European Commission, “digital competence involves the safe and
critical use of Information Society technologies at work, in free time, and in communication” (10). It is “underpinned by ICT competencies: the use of computers for
obtaining, evaluating, storing, producing, presenting and exchanging information, and
to communicate and participate in cooperation networks via Internet ”(10). In addition
to this concept, there are those who classify digital competence in dimensions, stating
that it can be technical, cognitive, and ethical (11) and that it should enable the person
to explore and face new technological situations, in a flexible and critical way, analyzing, selecting and evaluating the data and information. The person should also be
able to explore technological possibilities, aiming to solve problems and build shared
and collaborative knowledge, while raising awareness of their own responsibilities
(11).
Digital competency is also defined in the literature as the competency that allows
people to “solve real problems, make decisions, work in collaborative environments,
expanding communication spaces in order to participate in formal and informal learning communities, as well as to manage creative and responsible outcomes”, since“ it
consists in having the skills to look for, obtain, process and communicate information,
and to transform it into knowledge ”(12).
In the specialized literature, it is also defined, among others, as “a set of conditions,
resources and available elements applied in a given situation” (13) or as “a set of
knowledge, skills and attitudes, strategies and awareness that one needs when using
ICTs and digital media to perform tasks, solve problems, communicate, generate information, collaborate, create and share content, build knowledge effectively, efficiently, critically, creatively, autonomously, flexibly, ethically, and reflexively for
work, leisure, participation, learning, socialization, consumption, and empowerment
”[14].
It is important to mention DigComp, which is the most current document on digital
competence and the European frame of reference for the development and understanding of digital competence (16). Although it is geared towards teachers, it is the
material being used as a reference by many professionals. The document presents the
areas of digital competence, which can be summarized as follows: a) Information: to
be able to identify, locate, retrieve, store, organize, and analyze information, as well
as to assess their purpose and importance; b) Communication: to be able to communicate in digital environments, share resources through online tools, connect and collaborate with other people through digital tools, interact and participate in communities
and networks; c) Content Creation: Create and edit new content (text, images, videos),
integrate and reformulate knowledge and content, create artistic productions, multimedia content and computer programming, knowing how to apply intellectual property rights and licensing; d) Security: personal protection, data protection, digital identity protection, use of security, secure and sustainable use of information; e) Problem
solving: identify digital needs and resources. Making decisions when choosing the
appropriate digital tool, according to the purpose or need, solving conceptual problems through digital means, solving technical problems, use of technology creatively,
updating one's own competence and that of others (16).
Considering specifically elderly Brazilians, five digital competencies were mapped,
which are particularly necessary for this audience: Basic internet resources; Web
6
search; Communication by e-mail; Reliable online information; and Virtual Resilience [16]. In addition, the competency of Security and Privacy on the Internet was
also mentioned, regarding the use of internet tools to help with preventing theft of
personal information [16].
4
Experience Research
Experience research allows to collect data from end users of products and services, to
understand the context of use, and to discover these end users’ needs. The objective is
to obtain a holistic view of the context of use, which allows the researcher to fill in
the knowledge gaps that users are not able to communicate directly, as it includes the
user's understanding of the tool and how it is used (17, 18). Therefore, it is a research
that focuses on the person and is used, above all, although not only for this purpose, to
understand a person’s use and experience with digital products. Basically, experience
research allows to discover, among other things: what tools people use, why they use
them, how these tools are present in users' daily lives, and what advantages and disadvantages the tools have, as well as the user problems the tool solves. As a result of
the experience research, it is possible to obtain, among others: 1) The elderly user
journey with DICT; 2) Understanding of the context of use of digital tools by the
elderly; 3) Personas that represent the elderly subjects of the research.
There are many methods used to collect data in experience research, but, for the purposes of this work, in-depth interviews and observation were selected, as described
below, as they allow better understanding of interactions with digital products and
offer the opportunity for the research to build rapport with the user, which opens the
door to gathering information that would not be disclosed, otherwise.
In-depth individual interviews, which is apparently the most direct way of getting to
know a little more about users, as by having time to talk and having a well-structured
interview guide, enable the researcher to find out a lot about them and their relationship with digital resources. In addition, the researcher gets the opportunity to investigate the reasons that are behind user actions, and that are key to develop a comprehensive understanding of them. The interview allows to gather information about
users, how they use the products and what problems they face, as well as to know
their context of use, their vocabulary, social aspects, mental model, etc. (17, 18, 19).
Chart 1, below, contains the steps for conducting individual in-depth interviews, prepared by Kalbach (17) and Gil (19).
.
Steps
1
2
3
4
5
6
Actions
Develop the data collection instrument
Define the user profile (or profiles) that will participate in the study
Define the number of interviews to be conducted
Review and validate the data collection instrument
Define the data collection location(s)
Develop the informed consent and authorization forms
7
7
Conduct the interviews
8
Transcribe the data from interviews
9
Analyze the data
10
Write the report
Table 1. Steps for in-depth interviews
Observation of use is defined as the method in which the researcher meets
users, in a conscious and objective way, to capture data and information about
who these people are and how they use a particular tool in their daily lives
(18). The main characteristic of observation as a research method is its dependence on a place where it occurs (19). In the case of experience research,
observation is well suited to: 1) discover how people interact with each other
or with products or services, making it possible to perceive more clearly how
people behave, what they do and how they do something; 2) discover underlying or unconscious thoughts that people have difficulty with or don't know
how to express in a formal interview; and 3) overcome assumptions or hypotheses that are not confirmed (18). Table 2, below, contains the steps for
observing the user experience, according to Goodman and Kuniavsky (18)
and Gil (19).
Steps
Actions
1
Define the scope for the study
2
Define the user profile (or profiles) that will participate in the study
3
Define the observation locations
4
Define times for observation
5
Review study scope
6
Develop the informed consent and authorization forms
7
Conduct observations and record data
8
Systematize the recorded data
9
Analyze the data
10
Write the report
Table 2. Steps for observing the user experience.
In the following section we describe how the individual in-depth interviews and the
user observation were conducted. We also present some of the findings of mapping
digital competencIes and why the experience research made a difference.
5
Experience Research and the mapping of digital competencies
of the elderly
8
Considering the proposed objective and the research question we wanted to answer,
we chose the methods of individual in-depth interviews and user observation, as previously mentioned. First, we created the data collection instrument, which consisted
of open questions about digital competencies, next, we defined participant profile,
who should already use mobile tools and social media, such as Facebook or Instagram. Subsequently, we decided to interview six users, from a universe of 55 participants, taking computer classes for the elderly, which were offered by an elderly care
center in southern Brazil. All participants had previously participated in a research
study to understand the user profile of the elder DICT users.
After reviewing and testing the data collection instrument, we requested authorization
from the elderly care center to collect data, and prepared the informed consent and
authorization for recording forms, since the interviews would be recorded in audio
and/or video. The interviews were conducted along a week, in October 2019. Afterwards, the interviews were transcribed and validated with the participants, before the
analysis took place.
The second data collection, user observation, was carried out in the same class, offered by the elderly care center. The level of digital competence and validation of data
obtained from individual interviews was defined as the scope of the research. It is
important to mention that the scope of the research, the users’ profile and the place of
observation were defined from the interview data, since these observation sessions
were treated as a complementary step in the mapping of digital competencies. The
observation period was six hours, divided into six sessions of one hour each. Again,
authorization was requested from the elderly care center for data collection and the
informed consent and authorization for recording forms were prepared, since the observations would also be recorded on video. Observations were carried out over the
last week of October and two weeks in November 2019. The data were systematized
and analyzed after each session, followed by a cross analysis at the end of the six
sessions.
The analysis of the interviews allowed us to understand that the main activities of the
elderly are: accessing social media, chatting with family by voice or video, sending
messages or emails, and sharing photos and/or videos. In addition, the use of DICT is
influenced, especially by family members, who give smartphones to their elders, as a
gift, or request that they get a device in order to facilitate communication, particularly
with those who live in distant cities or even neighborhoods. Many elders seem reluctant to purchase the devices, not only because they lack digital competence, but also
because the equipment and the internet provider services are expensive.
As for their current digital competencies for using DICT, the elderly state that, at first,
it was necessary to attend a training course or to ask for help from family and friends,
and after feeling comfortable using their devices, they try to discover new functions
and explore the potential of the equipment. However, the main factors that lead them
to be less autonomous in this exploration are the fear of damaging the equipment and
the uncertainty about where their personal data will end up after being inserted in the
device's screen. The main difficulties of use reported by the elderly regard finding
information on the devices, accessing software and applications and understanding
9
menus. These difficulties vary depending on their knowledge and experience with
computers, due to the following main factors: time of use, and having or not completed a computer or mobile training course. Autonomy for use, on the other hand, was
more related to the “level of curiosity” and interest in use.
As for the usage observations, it was possible to notice that many elderly people used
devices purchased or donated by their children or grandchildren, which are, generally
with little memory and a low capacity processor, not supporting the installation of
many applications and crashing frequently. Comments like "my son gave me his old
phone" or "my daughter got it for me" are common among them and show that, for
many of the participants, the first device comes through the inheritance of a secondhand device from their children or grandchildren, who, in case of trouble using the
device, are the first ones the elder seek for help. These assists, however, are punctual
and often remove the autonomy of the elderly in executing the action, or learning how
to do it, which directly influences the development of digital competencies.
In some sessions, smartphones had to be configured, as most of the elderly were unable to use their own device because some basic settings were inappropriate for them,
and they did not know how to change such settings. The biggest complaint of the
elderly was about screen time: “my screen turned off” and “why does my screen turn
off?” phrases were heard a lot. In the course in which the observations were made, the
participants practiced: making voice calls and/or video calls, finding the play store
icon on the smartphone, searching for the Facebook and Instagram applications, updating them, uploading images, among other tasks. These challenges demanded that
the elderly practiced what they had been learning. As a result, many of the participants began to interact in small groups, when those with a higher level of digital competence would explain to others what they knew about configuration and access to the
devices, as well as share their positive and negative user experiences.
Another important finding from the observations was the fact that the elderly use a
paper notebook and pen to write down the steps they must take to perform a certain
action on the devices. They do this to “help memory,” said one participant, as the
school does not offer printed teaching material, although many of the students request
it, according to the mediator.
But what do individual interviews and user observation have to do with mapping digital competencies? It is common for the mapping of digital competencies to be done
through observation and self-assessment questionnaires that use a scale of values
(Likert, for example) [16]. However, self-assessment can hinder data collection, since
the questions are closed and out of context. Hence, observation, being broader and
more comprehensive, plays an important role to help researchers and instructors to
map the digital competencies of the elderly.
Considering the research findings and the breadth of data collected, it is safe to say
that individual interviews and user observation seem to be more comprehensive to
understand the context of use of DICT by the elderly, their needs, problems and benefits that technology brings to their daily lives, as well as to map the digital competencies they already have.
Although this was an initial research, given the characteristics of the elderly public,
the individual interviews combined with user observation seemed more pertinent than
10
the questionnaires previously applied, mainly due to the possibility of better understanding the context of using DICT, a weakness of quantitative instruments.
For instructors and instructional designers, for example, what needs to be considered
when using individual interviews and user observation for mapping digital competencies is not necessarily what the elderly say they do, but what they mean when they
say, for instance, that the reason why they use DICT is because their children insisted,
or when they mention they are afraid to use the tools because they do not understand
where their data will end up after being entered on the screen. While in a selfassessment questionnaire the answers are already present and all the person has to do
is just choose the answer that best matches their personal answer, the interviews allow
the elderly to freely share their experience, including feelings and emotions, emphasizing what they consider relevant and, guided by the researcher, reveal data that is
essential to understand where they are in terms of digital competence and, with that,
guide the creation of future instructional materials and training courses that best address their development needs, since they take into account the existing knowledge.
6
Final thoughts
Considering that DICT are a given reality and that everyone, regardless of age, is
entitled to access and use them, it is necessary to offer the elderly the possibility to
learn to use such resources, since new basic competencies are required and necessary
for active and effective social participation. On the other hand, digital tools must meet
the specific needs of this age group. Furthermore, it is necessary to consider that the
new social structure imposed by the digital generates transformations in social practices, now mediated by a great diversity of digital technological platforms. These
transformations, although conditioned by digital technologies, depend on human action, which requires the existence of minimal digital competencies to identify, evaluate, and use DICT, as well as to collaborate and participate in the digital world.
The elderly seem to have significant interest in the use of DICT and show a high
availability for learning situations. However, the methodologies used in the existing
learning options and the materials made available to this group do not seem to address
such situations adequately. In addition, the number of courses offered to the elderly
has significantly increased, but there are still few proposals that consider their digital
competencies in order to develop training courses or learning materials that make use
of DICT, or even courses that aim at developing digital competencies.
Studies that contemplate digital competencies for the elderly are important when considering the needs and characteristics of this audience. In the field's literature, especially those articles about courses and learning materials for the elderly, there are few
studies that contemplate digital competencies and their mapping, considering age
specifics. In addition, the vast majority of works about the elderly, in Brazil, consider
the losses that are inherent to human development: cognitive, physical, mental, intellectual, social, or emotional, and are mainly concentrated in the health field, followed
by human sciences, multidisciplinary, and social and applied sciences.
In this sense, this work sought not only to report the mapping of digital competencies
carried out with a group of elderly people, but also to discuss the use of experience
research in the mapping of these competencies with this specific profile. We believe
11
that experience research, especially in-depth individual interviews and user
observation are well suited methods, which enable a better understanding of the level
of digital competence of the elderly. This is particularly relevant if we consider that
the elderly do not always know the terminology used in surveys, which hinders the
elaboration of self-assessment questionnaires that can be understood by all elderly
users.
Finally, we must emphasize that there are limitations in this work. The main one is the
fact that this was a mapping study conducted in one context and cannot be replicated
to others, which is typical of qualitative research. Therefore, other studies are
necessary to better understand how to map digital competencies using only qualitative
methods, and whether these methods can be used with a larger number of elderly
users. In the end, the ultimate goal is to learn if that, effectively, would generate value
for instructors, instructional designers, researchers and other professionals interested
in the topic.
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