Date Presented 04/05/19
This study explored the optimal training method for using GPS. Sixty older adults with no GPS experience were assigned to a video tutorial group, one-to-one training, or control. Results indicate that the one-to-one training significantly improved performance compared to the other conditions. Results are discussed in terms of being significant for the promotion of healthy aging, OT, and the importance of using hands-on training when teaching older adults to use technology.
Primary Author and Speaker: Michael Coleman
Additional Authors and Speakers: Anne Dickerson
PURPOSE: With the number of older drivers expected to grow in the coming years1, promoting driver safety is imperative as older adults are at greater risk of injury and fatality in a crash.2 While advanced vehicle technology has great potential to improve safety, training older adults to use technologies requires different learning strategies.3 In a recent study, seniors had significantly fewer driving errors when using GPS in unfamiliar places over paper directions, regardless of their use of GPS prior to the study.4 However, programming the GPS was problematic for those unfamiliar with GPS technology. A further study found seniors performed better after receiving video tutorial training compared to a control group, but not as well as expected4. Thus, this study examined whether hands-on/one-to-one training was more effective compared to video tutorial training and a control group with no training.4
DESIGN: This study was a posttest experimental only comparing three groups: Two interventions (video-only & one-to-one), and a control group. Sixty community living adults over the age of 60 were recruited through a convenience method. Inclusion criteria included older adults who were unfamiliar with using a GPS. All interventions and testing were done individually and participants were randomly assigned to the video-only and control group, with the hands-on training being added after this analysis, but under exactly the same study criteria and methods.
METHODS: The video-only group watched six GPS video tutorials providing information on how to set up and use a GPS unit. The one-to-one intervention involved the use of the same video tutorials but was enhanced with demonstrations, opportunity to practice, ask questions, and receive feedback. The control group watched six videos related to medical conditions and driving. All participants completed the same nine destination entry tasks on the GPS unit without assistance and were videotaped and scored by two individuals for outcome measures of time and accuracy of entry method. A one-way ANOVA was used to compare total time spent on each of the destination entry tasks between the three groups while chi-square tests were used to compare the accuracy of entry method.
RESULTS: Significant differences were found among the groups on the outcome measure of time for four of the nine destination entry tasks; the one-to-one group had significantly lower times on three of those tasks while the video-only group had significantly lower times on one. Considering mean time spent on each task, the hands-on group had lower average times on all tasks except for one. For accuracy of entry method, results were not as clear, but the hands-on group had a higher percentage of correct entry method than the other groups on seven of the nine tasks and had a lower percentage of incorrect entry method on all nine tasks. Compared to the control group, both video-only and one-to-one formats were effective in improving performance. The hands-on training was particularly effective in decreasing the amount of time spent on the tasks and improved accuracy of entry method
CONCLUSIONS: As practitioners know, clients learn best by “doing.” These results support the role of occupational therapy in prevention; supporting healthy aging and quality of life by enhancing driving and community mobility by suggesting the use of GPS when traveling to unfamiliar places. However, the results suggest that training is necessary, with a hands-on/one-on-one method being ideal for older adults if learning new technology.
References
1. Dellinger, A. (2012) Describing the older adult population. In J. F. Coughlin & L. A. D’Ambrosio (Eds.), Aging America and transportation: Personal choices and public policy. (pp. 27-38). New York, NY: Springer Publishing Company.
2. Silverstein, N. M., & Turk, K. (2016). Students explore supportive transportation needs of older adults. Gerontology & Geriatrics Education, 37(4), 381-401. doi:10.1080/02701960.2015.1005289
3. Eby, D. W., Molnar, L. J., Zhang, L., St Louis, R. M., Zanier, N., & Kostyniuk, L. P. (2015, December). Keeping older adults driving safely: A research synthesis of advanced technologies, A LongROAD Study. Retrieved from https://www.aaafoundation.org/sites/default/files/SeniorsAndTechnologyReport.pdf
4. Thomas, F.D., Dickerson, A.E., Blomberg, R.D., Graham, L.A., Wright, T.J., Finstad, K.A. & Romoser, M.E. (2018). Older Drivers and Navigation Devices (Report No. DOT HS). Washington, DC: National Highway Traffic Safety Administration. Manuscript in preparation.
