Individualistic Versus Collaborative Learning in an eHealth Literacy Intervention for Older Adults: Quasi-Experimental Study.
Individualistic Versus Collaborative Learning in an eHealth Literacy Intervention for Older Adults: Quasi-Experimental Study.
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DOI：
10.2196/41809
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发表时间：
2023-02-09
期刊：
影响因子：
4.9
通讯作者：
Charness, Neil
中科院分区：
文献类型：
--
作者：
Vazquez, Christian Elias;Xie, Bo;Shiroma, Kristina;Charness, Neil
关键词：
老年人往往没有足够的健康素养，其中包括电子健康素养--获取、评估和使用数字健康信息的能力。使用协作学习(CL)和个人主义学习(IL)等方法进行干预可能有效地解决老年人电子健康素养低的问题，但对于CL和IL对老年人电子健康素养的短期和长期影响知之甚少。本研究的目的是使用3×2×3的混合析因设计来检验老年人在电子健康素养方面使用CL和IL进行学习的情况。来自不同种族和民族的老年人(N=466；平均年龄70.5，SD 7.2；范围60-96岁)被随机分配到CL组或IL组(233/466，各占50%)。干预包括为期4周的训练，每周两次，每次2小时。采用单因素方差分析和多元回归分析，重点考察了学习条件的主要影响因素以及学习条件与以前的计算机经验之间的交互作用。学习方法(CL或IL)和以前的计算机经验(有经验的、新的或混合的)是受试者之间的变量，而测量时间(前测测量、后测测量和6个月随访)是受试者内变量。主要结果变量为电子健康素养效能感、计算机和网络知识、基本计算机和网络操作技能、信息搜索技能和网站评估技能。控制变量为年龄、性别、教育程度、健康状况、种族和民族、收入、主要语言和既往健康素养。干预前后电子健康素养效能感、计算机与网络知识、计算机与网络基本操作技能、信息获取技能、网站评价技能均有显著提高(P<；.001)。从干预后测量到6个月随访，基于1项结果测量、计算机和网络操作技能的学习状况与以前的计算机经验之间存在显著交互作用(F2，55=3.69；P=0.03)。为了在干预后6个月保持计算机和网络操作技能，对于以前几乎没有计算机经验的人来说，单独学习更有效，而对于以前有更多计算机经验的人来说，合作学习更有效。从干预后测量到6个月随访，在电子健康素养效能、计算机和网络知识、基本计算机和网络操作技能这5个指标中，有3个指标有统计学意义的下降(P<；.001)。老年人的电子健康素养可以通过有效的干预来提高，IL或CL状况对短期结果的影响可能不大。然而，为了保持长期的利益，最好是与其他有类似计算机经验的人合作学习。电子健康素养是多维的，随着时间的推移，一些组成部分保留得更好。研究结果表明，需要资源来提供持续的培训或定期强化，以保持干预成果。
Older adults tend to have insufficient health literacy, which includes eHealth literacy—the ability to access, assess, and use digital health information. Interventions using methods such as collaborative learning (CL) and individualistic learning (IL) may be effective in addressing older adults’ low eHealth literacy, but little is known about the short- and long-term effects of CL versus IL on older adults’ eHealth literacy. The objective of this study was to use a 3 × 2 × 3 mixed factorial design to examine older adults’ learning with CL versus IL for eHealth literacy. Older adults (N=466; mean age 70.5, SD 7.2; range 60-96 years) from diverse racial and ethnic groups were randomly assigned to either the CL or IL group (233/466, 50% in each). The intervention consisted of 4 weeks of training in 2-hour sessions held twice a week. Using ANOVA and multiple regression, we focused on the main effects of learning condition and interaction between learning condition and previous computer experience. Learning method (CL or IL) and previous computer experience (experienced, new, or mixed) were between-subject variables, and time of measurement (pretest measurement, posttest measurement, and 6-month follow-up) was the within-subject variable. Primary outcome variables were eHealth literacy efficacy, computer and web knowledge, basic computer and web operation skills, information-seeking skills, and website evaluation skills. Control variables were age, sex, education, health status, race and ethnicity, income, primary language, and previous health literacy. eHealth literacy efficacy, computer and web knowledge, basic computer and web operation skills, information-seeking skills, and website evaluation skills improved significantly (P<.001 in all cases) from before to after the intervention. From postintervention measurement to 6-month follow-up, there was a significant interaction between learning condition and previous computer experience based on 1 outcome measure, computer and web operation skills (F2,55=3.69; P=.03). To maintain computer and web operation skills 6 months after the intervention, it was more effective for people with little to no previous computer experience to learn individually, whereas for people with more previous computer experience, it was more effective to learn collaboratively. From postintervention measurement to 6-month follow-up, statistically significant decreases were found in 3 of the 5 outcome measures: eHealth literacy efficacy, computer and web knowledge, and basic computer and web operation skills (P<.001 for all 3 cases). Older adults’ eHealth literacy can be improved through effective intervention, and the IL or CL condition may have little effect on short-term outcomes. However, to maintain long-term benefits, it may be best to learn collaboratively with others who have similar previous computer experience. eHealth literacy is multidimensional, with some components retained better over time. Findings suggest a need for resources to provide continuous training or periodic boosting to maintain intervention gains.
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影响因子：
2.7
作者：
Chesser AK;Keene Woods N;Smothers K;Rogers N
通讯作者：
Rogers N
DOI：
10.1007/s42979-022-01016-0
发表时间：
2022
期刊：
SN computer science
影响因子：
--
作者：
Ahmad NA;Abd Rauf MF;Mohd Zaid NN;Zainal A;Tengku Shahdan TS;Abdul Razak FH
通讯作者：
Abdul Razak FH
影响因子：
1.9
作者：
Coombe CM;Schulz AJ;Guluma L;Allen AJ 3rd;Gray C;Brakefield-Caldwell W;Guzman JR;Lewis TC;Reyes AG;Rowe Z;Pappas LA;Israel BA
通讯作者：
Israel BA
影响因子：
2.3
作者：
Atkinson, NL;Gold, RS
通讯作者：
Gold, RS
影响因子：
8.6
作者：
He, Zhe;Tian, Shubo;Boot, Walter R.
通讯作者：
Boot, Walter R.