Experimenting on the impact of learning methods and information presentation channels on older adults' e-health literacy

  • Authors:

  • Bo Xie

  • Affiliations:

  • College of Information Studies, University of Maryland, 2117G South Wing, Hornbake Building, College Park, MD 20742

  • Venue:
  • Journal of the American Society for Information Science and Technology
  • Year:
  • 2011

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Abstract

A theory-driven, older adult-oriented e-health literacy intervention was developed and tested to generate scientific knowledge about the potential impact of learning methods and information presentation channels. The experimental design was a 2 × 2 × 2 mixed factorial design with learning method (collaborative, individualistic) and presentation channel (visual only, visual plus auditory) as the between-subjects variables and time of measurement (pre-, post-) as the within-subjects variable. One hundred twenty-four older adults (age: M = 68.15, SD = 9.00) participated during September 2010–February 2011. No significant interaction or main effect of learning method and information presentation channel was found, suggesting the advantages of collaborative learning over individualistic learning or the redundancy effect might not be easily generalized to older adults in similar experimental conditions. Time of measurement had significant main effects on e-health literacy efficacy, perceived usefulness of e-health literacy skills, and e-health literacy skills (p