Perspectives on Human-Computer Interaction Research with Older People (eBook)

Foreword 6
Acknowledgements 8
Contents 9
Editor and Contributors 11
Introduction 14
1 Editorial Introduction—Perspectives on HCI Research with Older People 15
1.1 Overview 15
1.2 Background 17
1.2.1 Waves of HCI Research in a Nutshell 18
1.2.2 Evolution of Older-Adult HCI Research: A Guided Discussion 19
1.3 Overview of the Contents of the Book and Chapters 21
1.4 Perspective on HCI Research with Older People 24
References 26
Design 30
2 Creating Technologies with People Who have Dementia 31
2.1 Introduction 31
2.2 Current Context 32
2.3 Technology for Dementia 33
2.4 Reconceptualising Dementia 35
2.5 Creating Digital Solutions 38
2.5.1 Context 40
2.5.2 Accessibility 41
2.6 Conclusions 42
References 43
3 The Role of Designers in the Development and Communication of New Technology 47
3.1 Introduction 47
3.2 Digitalization and the Use of Technology 48
3.3 Perspectives on Design 50
3.4 Design as Communication—Communication as Design 52
3.5 Design and Communication—A Smartphone Example 53
3.6 Designing with the User 55
3.7 Conclusion 56
References 56
Technologies 59
4 Smartphone Usage Diversity among Older People 60
4.1 Introduction 60
4.2 Related Work 61
4.3 Methods 62
4.3.1 Tracked Use: Smartphone Logs 63
4.3.2 Reported Use: Survey 63
4.3.3 Reflection on Use: Focus Groups 64
4.4 Results 64
4.4.1 Tracked Use 64
4.4.2 Reported Use 65
4.4.3 Reflections on Use 69
4.5 Discussion 70
4.6 Conclusion 72
References 73
5 Seniors and Self-tracking Technology 76
5.1 Introduction 76
5.2 Self-tracking 77
5.3 Method 78
5.4 Seniors’ Use of Self-tracking 78
5.5 Barriers to Self-tracking Technology Adoption 79
5.6 Overcoming Barriers 82
5.7 Research Gaps and Future Directions 82
5.8 Pursuing Actionable Insights 84
References 84
6 Designing Mid-Air Gesture Interaction with Mobile Devices for Older Adults 89
6.1 From the Compensation Model to Engagement 89
6.2 Mid-Air Gesture Interaction and Design Challenges 90
6.3 The ECOMODE Project: A Series of Studies on Designing Mid-Air Gesture Interaction 92
6.3.1 Understanding the Design Space 93
6.3.2 Test with Commercial Tools 96
6.3.3 Design of a Gesture Set 97
6.3.4 The Wizard of Oz Approach 97
6.3.5 Satisfaction and Comfort 98
6.3.6 Mid-Air Gesture Interaction: Older Adults vs Middle-Aged and Younger Adults 98
6.3.7 Data Collection of a Mid-Air Gestures Dataset 99
6.3.8 Fatigue and Mid-Air Gesture Interaction 101
6.3.9 Unfolding the Values of Mid-Air Gesture Interaction 102
6.4 Recommendations for the Design of Mid-Air Gesture Interaction for Older Adults 102
6.5 Conclusion 105
References 106
7 The Social Interaction Experiences of Older People in a 3D Virtual Environment 109
7.1 Introduction 109
7.2 Older People and 3D Virtual Worlds 110
7.2.1 The Digital Lives of Older People in Virtual Worlds 110
7.2.2 Factors Affecting 3D Social Interaction Experience 111
7.3 Method 112
7.3.1 Virtual World System 113
7.3.2 Study Procedure 114
7.3.3 Data Collection and Analysis 114
7.4 Results 115
7.4.1 Avatars 116
7.4.2 Differences Between the 3D and Non-3D Store 117
7.4.3 Factors Linked to the Quality of Social Interaction 117
7.4.4 Analysis of the Interview Data 119
7.5 Discussion and Conclusion 122
References 124
8 Web-Based Embodied Conversational Agents and Older People 126
8.1 Introduction 126
8.2 Creation and Design of 3D Virtual Characters 127
8.2.1 Tools to Create 3D Virtual Characters 128
8.2.2 Web Requirements 130
8.2.3 Scene Editors and Renderers 131
8.2.4 Virtual Character Integration and Control 132
8.3 Our Pipeline in More Detail 132
8.3.1 Overall Process 133
8.3.2 Behavior Scripting and Control 134
8.3.3 Look at 135
8.3.4 Lip-Syncing 135
8.3.5 Facial Expressions 136
8.3.6 Gestures 137
8.3.7 An Example of a Fully Web-Based ECA 138
8.4 ECAs and Older People 138
8.5 Conclusion 139
References 140
Technology Use 143
9 Online Leisure and Wellbeing in Later Life 144
9.1 Introduction 144
9.2 Three Pathways Towards Better Understanding 146
9.3 Applying the Three Paths 147
9.3.1 Data Collection and Sample 147
9.3.2 Measurements 148
9.3.3 Data Analysis 148
9.4 Results 149
9.4.1 Online and Offline Media-Based Leisure Activities 149
9.4.2 The Structure of Online and Offline Activities 150
9.4.3 Clusters of Older Internet Users 152
9.4.4 Background Characteristics of Older Internet User Clusters 153
9.4.5 Life Satisfaction Differences 154
9.5 Discussion 156
References 158
10 Designing for the Informatics Lifecourse and Ageing in Place 160
10.1 Introduction 160
10.2 Background 161
10.2.1 Lifecourse Theories and ICTs 161
10.2.2 Designing Technology Support in Communities 162
10.2.3 Designing Community-Based Technology with Older Adults 163
10.3 Methods 164
10.3.1 Limitations 166
10.4 Findings 166
10.4.1 How Ageing in Place Affects Technology Help Seeking Patterns 167
10.4.2 How Technology Support Affects Technology Usage 168
10.4.3 How Transitions to Retirement and Ageism Affect Technology Usage 169
10.5 Conclusions and Implications for Design 171
References 172
11 Older Adults as Internet Content Producers: Motivations for Blogging in Later Life 174
11.1 Introduction 174
11.2 Body of the Chapter 174
11.2.1 Adoption of Blogging 175
11.2.2 Older Adults as Bloggers 177
11.3 Method 177
11.3.1 Participants 177
11.3.2 Data Collection 178
11.3.3 Data Analysis 179
11.4 Results 179
11.4.1 Blogging as Self-expression 179
11.4.2 Others as Blogging Prompters 182
11.5 Discussion 183
11.6 Conclusion 185
References 185
12 Older People Positive, Active and Creative ICT Use: A Study in Three Countries 188
12.1 Introduction 188
12.2 Related Work 191
12.3 Methodology 191
12.4 Results and Discussion 193
12.4.1 Their ICTs Use Is not so Heterogeneous as One Might Think 193
12.4.2 An Alternative View of ICT Use: Creative, Active and Positive Relationship with ICTs 195
12.5 Conclusions 199
References 199
13 Designing Computer-Supported Technology to Mediate Intergenerational Social Interaction: A Cultural Perspective 203
13.1 Introduction 203
13.2 Design and Evolution of Social Interaction Technology 204
13.3 Designing of Intergenerational Social Interactive Systems 205
13.3.1 Modeling Interaction Systems for Older Adults 206
13.3.2 Challenges on Mediating Intergenerational Communication 207
13.4 On the Influence of Culture in Mediating Intergenerational Communication 209
13.4.1 Intergenerational Family Communication in Western and Latin American Countries 209
13.4.2 Comparison of Both Scenarios 212
13.5 Conclusions 214
References 215
Research Methods and Programming Acceptance 219
14 Why and How Think-Alouds with Older Adults Fail: Recommendations from a Study and Expert Interviews 220
14.1 Introduction 220
14.2 Deployment with Frail Older Adults 222
14.2.1 Participants 222
14.2.2 Apparatus 222
14.2.3 Study Design 223
14.2.4 Usability Testing Procedure 224
14.2.5 Analysis 225
14.3 Study 1: Results and Discussion 225
14.3.1 Comparing the Thinking-Aloud Variants 225
14.3.2 Usability Tests: Thematic Analysis 227
14.3.3 Summary 229
14.4 Study 2: Interviews with Experts 229
14.4.1 Participants 229
14.4.2 Interview Procedure 230
14.4.3 Analysis 230
14.5 Study 2: Results and Discussion 230
14.5.1 Experts’ Current Practice 231
14.5.2 Adapting to Participant Characteristics 231
14.5.3 Ethics 233
14.5.4 The Researcher’s Role 233
14.5.5 Summary 234
14.6 Recommendations 234
14.6.1 Takeaway 1: Recruit and Plan for Co-discovery 234
14.6.2 Takeaway 2: Discover and Enhance Participant Motivation to Use Technology 235
14.6.3 Takeaway 3: The Researcher’s Role Includes Enhancing Participants’ Sense of Autonomy and Self-confidence 235
14.6.4 Takeaway 4: Low Self-efficacy and High Impression Management Can Have a Greater Impact on the Usability Test Than Frailty 236
14.7 Conclusion 237
References 237
15 Working Towards Fostering Programming Acceptance in the Everyday Lives of Older and Adult People with Low Levels of Formal Education: A Qualitative Case Study 239
15.1 Introduction 239
15.2 Overview of Related Works 241
15.2.1 Technology Acceptance 241
15.2.2 Computer Programming 242
15.3 The Case Study 243
15.3.1 Context 243
15.3.2 Objective, Implementation and Profile of the Participants 244
15.3.3 Courses and Setting 245
15.3.4 Data Gathering and Analysis 246
15.4 Relevant Findings 246
15.4.1 PU is More Important than PEOU 246
15.4.2 Social Technology Acceptance: The Group and the Course Instructor 247
15.4.3 POE (Perception of Exclusion) 248
15.4.4 ‘I Consider I Have the Knowledge Necessary’ 248
15.5 Discussion 249
15.5.1 An Intergenerational Case Study of Fostering Programming Acceptance 249
15.5.2 Relative Relevance of Technology Acceptance Constructs 250
15.5.3 New (or Different) Elements of and Constructs in Technology Acceptance 250
15.5.4 Some Implications 251
15.5.5 Main Limitations 251
15.6 Conclusion 252
References 253
Conclusion and Future Perspectives 255
16 Editorial Conclusion—Where Do We Go from Here? 256
16.1 Main Objectives and Summary of Key Findings 256
16.2 A Few ‘Final’ Words About the New (Different) Perspective 257
16.3 Future Research Opportunities 258
16.3.1 Towards Strengthening the Theoretical and Interdisciplinary Aspect 258
16.3.2 To Know Our Research Methods Better 259
16.3.3 The Next Generation of Older People 259
16.3.4 More Digital Empowerment and Democratization of Technologies 260
16.3.5 Age as a Property of Individuals and Society Too 260
References 261