Error training: replication and the function of exploratory behavior
International Journal of Human-Computer Interaction
Training wheels in a user interface
Communications of the ACM
Interface design for older adults
WUAUC'01 Proceedings of the 2001 EC/NSF workshop on Universal accessibility of ubiquitous computing: providing for the elderly
Age group differences in world wide web navigation
CHI EA '97 CHI '97 Extended Abstracts on Human Factors in Computing Systems
How younger and older adults master the usage of hyperlinks in small screen devices
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Errors in training computer skills: on the positive function of errors
Human-Computer Interaction
Designing for older people: a case study in a retirement home
USAB'10 Proceedings of the 6th international conference on HCI in work and learning, life and leisure: workgroup human-computer interaction and usability engineering
UAHCI'13 Proceedings of the 7th international conference on Universal Access in Human-Computer Interaction: user and context diversity - Volume 2
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The increasing permeation of technology in our society leads to the challenge that everybody needs to interact with technology systems. Older adults often meet difficulties while trying to interact with complex, demanding systems in their daily life. One approach to enable older adults to use new technologies in a safe and efficient way is the provision of training programs. In this article we report about a promising training strategy using video modeling in conjunction with other instructional methods to enhance learning. Cognitive as well as socio-motivational aspects will be addressed. We assessed if guided error training in video modeling will improve learning outcomes for a Ticket Vending Machine (TVM). To investigate if the training method might be beneficial for younger adults as well, we compared 40 younger and 40 older adult learners in a guided error training course with error-free training. Younger and older participants made fewer mistakes in guided error training, but no differences occurred in task completion times. Moreover, self-efficacy increased with training for both age groups, but no significant differences were found for the training condition. Analysis of knowledge gains showed a significant benefit of guided error training in structural knowledge. Overall, the results showed that guided error training may enhance learning for younger and older adults who are learning to use technology.