Technophilia or technophobia: The unified model of the paradox of older adults’ digital learning

Abstract

Abstract Background: Previous research investigating technology adoption has emerged prominently; however, little has been done with older adults’ approach-avoidance conflict toward digital learning. To fulfill the need of accumulating older adult learners, the current research comprehensively incorporates all target-specific elements related to the process of digital learning for older adults. Particularly, the unified model highlights barrier factors and offers insights into the nature of their paradoxical hesitation towards technology. Methods: In this study, a total of 20 older adults (mean age 63.85 and 25% male) were interviewed. Interviews were recorded for thorough analysis. The coding framework guided data analysis to achieve research objectives. Results: The findings revealed that: (1) social influence was found as older adults’ major precursor of exposure to digital technology; (2) both acceptance and barrier factors emerged regarding older adults’ digital learning; (3) older adults feature paradoxical hesitation towards technology; (4) three types of senior digital learners were identified: tech-native learners; tech-novice learners; tech-rejector learners. Conclusions: The unified model of the paradox of older adults’ digital learning was created, highlighting barrier factors and offers insights into the nature of their paradoxical hesitation towards technology. This study contributes a reference for elderly digital learning field and serving the accumulated number of older adult learners.