| Summary |
Rationale: The number of older drivers is expected to grow substantially in the coming years, making research regarding older adult mobility critical. Research related to enhancement of driver safety is imperative, as older adults have a much greater risk of injury and fatality when in a crash. One of the options is to use advanced technology to improve safety; however, training older adults to use technology requires different learning strategies than younger adults. In a recent study, it was demonstrated that older adults performed better after receiving video tutorial training on how to program and use a GPS compared to a control group. Purpose: The purpose of this study was to examine whether one-to-one, hands-on training is more effective in training older adults to program a GPS device as compared to video training alone and to no training. Design: A posttest only design that included three groups: two interventions (video-only training and one-to-one, hands-on training), and a control group was used. Participants: Participants were 60 adults over the age of 60, and all unfamiliar with GPS technology. Method: The two intervention groups used the same videos with the one-to-one, intervention providing opportunities for a hands-on/interactive experience. The video tutorials provided information on how to set up and drive with a GPS unit. The control group watched unrelated videos. Participants in all three groups completed nine destination entry tasks on the GPS unit without any assistance. Analysis: Outcomes were compared between the three groups. A one-way ANOVA was used to compare total time on each of the nine destination entry tasks between the groups and chi-square tests were used to determine the accuracy of entry method. Results: There were significant differences among the groups on the outcome measure of time for four of the nine destination entry tasks; the one-to-one, hands-on group had significantly lower times on three of those tasks while the video-only group had significantly lower times on one. Considering the mean time spent on tasks among groups, the one-to-one, hands-on group had lower average times on all but one destination entry tasks. Regarding accuracy of entry method, although results did not show the expected significance for the one-to-one, hands-on group as compared to the other groups, the one-to-one group had a higher percentage of correct entry method used than the other groups on seven of the nine tasks. Additionally, the one-to-one, hands-on group had a lower percentage of incorrect entry method used on all tasks. Discussion: Compared to the control group, training, both in the video-only and one-to-one, hands-on format, was an effective method for increasing performance. In addition, the one-to-one, hands-on training was an effective method for decreasing the amount of time spent on the destination entry tasks compared to the video only and control groups. Although accuracy varied between groups, the one-to-one, hands-on group showed improved performance on many tasks compared to the other groups. These results support the use of a one-to-one, hands-on training method when educating older adults to use technology systems such as GPS. The use of a training method which meets the unique needs of older adult learners may increase performance and confidence when using in-vehicle technologies, and therefore may promote on-road safety and allow older adults to remain driving for longer. |
