Cognitive aging and the usability of IT‐based equipment: Learning is the key

Abstract

Abstract Although design universalities have generally been validated through analyses of human‐artifact interactions, older adults frequently exhibit difficulties in using many types of IT‐based equipment compared with younger adults. We hypothesize that the age‐group difference is due to inefficient learning by the older adults, who are affected by declines in their cognitive functions, including episodic memory. In pursuing this hypothesis and exploring ways to compensate for such learning inefficiency, Experiment 1 was conducted to examine learning to use a piece of IT equipment (a diet‐support system, WELLNAVI) with four different designs. The results indicated that older adults had difficulties in learning to use the equipment compared with younger adults. However, comparisons between the four designs revealed that eliminating some decision requirements facilitated learning in the older adults, and that presenting information in a printed book, rather than via computer, also promoted learning. The results of Experiment 2 , investigating why the printed format facilitated learning in the older adults, suggest that the task‐structure information physically represented in the book format is effective for learning.

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