Date created: | Last Updated:

Category: Project

Description: The need to continually learn and adjust to new technology can be an arduous demand, particularly for older adults who did not grow up with digital technology (“older digital immigrants” or ODIs). This study tests the efficacy of socioemotional learning strategies for ODIs learning a new software application from an instructional video (Experiment 1) or a written manual (Experiment 2). When learning from a video (Ex1)—but not a written manual (Ex2)—memory for the application was greatest for ODIs who were trained to use socioemotional learning strategies. Across conditions, memory was better after watching the video rather than reading the manual. Thus, memory performance may be best when using both a socially relevant format (i.e., a video) and socioemotional learning strategies. These findings serve as a first step toward identifying and implementing an optimal learning context for ODIs to learn new technologies in everyday life.