Abstract
Research indicates that older adults have difficulty acquiring text-editing skills. The data suggest that the cognitive demands associated with text-editing programs create problems for older learners given the age-related changes in cognitive abilities. This study compared the learning efficiency of older adults for three text-editing programs which varied in format and command structure. A total of 45, computer naive, women ranging in age from 40 to 70 years participated. The results indicated significant differences in learning efficiency as a function of text-editing program. Participants using a full screen editor with pull down menus demonstrated significantly better performance than did those using other programs. Data was also collected regarding types of difficulties encountered by subjects during learning. This type of information can be used as input into the design of future software and training programs.
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