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Procedia - Social and Behavioral Sciences 237 (2017) 1412 – 1417

7th International Conference on Intercultural Education “Education, Health and ICT for a
Transcultural World”, EDUHEM 2016, 15-17 June 2016, Almeria, Spain

Habits of the Elderly regarding Access to the New Information and

Communication Technologies
David Padilla-Góngoraa*, Remedios López-Liriab, María del Pilar Díaz-Lópeza, José
Manuel Aguilar-Parraa, María Estela Vargas-Muñoza & Patricia Rocamora-Pérezb
a
Department of Psychology. University of Almería, 04120 Almería, Spain.
b
Department of Nursing, Physiotherapy and Medicine. University of Almería, 04120 Almería, Spain.

Abstract

Introduction. The Humanities-498 research group from the University of Almeria created the European project entitled: “Improving
Digital Skills of European Citizens Seniors and Disabled: a Work Program. DSSD: Digital Skills for Seniors and Disabled” in
collaboration with six other countries: Holland, Hungary, Greece, Italy, the Slovak Republic and Romania.
Objectives. The purpose of this article is to describe the basic ICT skills of elderly individuals from different social involvement
centres in Almería.
Methodology. A transversal, descriptive study using a sample of 322 elderly individuals in Spain. Their socio-demographic
characteristics are described and a questionnaire was used to determine their basic ICTS skills.
Results. 57.4% of the participants were female; the mean age was 72 and 36.6% had some sort of disability. Results were presented
in terms of their knowledge of information systems (hardware and networks, software); operating systems; Internet searches and
information selection; inter-personal communication and collaborative work in networks: Internet, mobile phones; image treatment;
expression / multi-media creation; creation of statistics calculations and graphics, among other topics.
Conclusions. This data may serve as the basis for the design and experimentation of an educational program, based on a green
practice model, with the participation of elderly individuals, distinct experts and leaders in social policy.
© 2017
© 2016TheTheAuthors.
Authors.Published
Publishedbyby Elsevier
Elsevier Ltd.Ltd.
This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of the organizing committee of EDUHEM 2016.
Peer-review under responsibility of the organizing committee of EDUHEM 2016.
Keywords: Information and Communication Technologies; elderly; lifelong learning .

* Corresponding author. E-mail address: dpadilla@ual.es

1877-0428 © 2017 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of the organizing committee of EDUHEM 2016.
doi:10.1016/j.sbspro.2017.02.206
 David Padilla-Góngora et al. / Procedia - Social and Behavioral Sciences 237 (2017) 1412 – 1417 1413

1. Introduction

Large increases in the number of elderly individuals are being noted across the globe, due to decreasing birth rates
and increasing longevity. Ballesteros, Toril, Mayas, Reales and Waterworth (2014) state that social isolation is a risk
factor affecting the health and quality of life of this elderly population, given that this phenomenon relates these
individuals with an increased probability of suffering from depression, anxiety, isolation and depressive pathologies.
For example, the risk of suffering from Alzheimer’s is more than double in individuals who are socially isolated as
opposed to those with stable social relationships (Wilson et al., 2007).
Today, the Information and Communication Technologies (ICTs) may be a useful resource for improving the
quality of life of the elderly, offering these individuals a more independent lifestyle that promotes active ageing,
personal relationships and labour and social participation (Silva & Marquine, 2014). However, in order for these
elderly individuals to take advantage of ICTs, training programs are needed, since there is clearly a digital divide
existing in this generation (Peral-Peral, Arenas-Gaitán, & Villarejo-Ramos, 2015). The most recent IMSERSO report
found that over the last three months, only 15.6% of all individuals between the ages of 65 and 74 had connected to
the Internet (Abad-Alcalá, 2014).
The digital divide depends on the access available to telecommunications, economic wealth and social development,
and it exists not only in developed and developing countries, but also in those places where a division exists between
the urban and the rural, rich and poor, the more and less educated, men and women and youth and the elderly (Tello,
2008). Osorio, Ballesteros, Fay and Pouthas, (2009) believe that recent technological development has ignored the
growing elderly population by failing to adapt its materials and resources to suit their needs. Gerontecnology, however,
attempts to harmonize this technological development, developing socio-educational products and services that are
devoted to them (Bouma, Fozard, Bouwhuis, & Vappu, 2007).
Agudo Prado and Pascual Sevillano (2008) state that currently and over the coming years, individuals lacking basic
ICT skills, particularly those required in order to handle information over the Internet and to communicate
telematically shall be considered illiterate. Thus it is necessary to create lifelong learning programs for the elderly
individuals so that they may acquire the digital literacy and social network participation skills.
Within this framework, in 2013, the Humanities-498 research group from the University of Almeria created the
European project entitled: “Improving Digital Skills of European Citizens Seniors and Disabled: a Work Program.
DSSD: Digital Skills for Seniors and Disabled” in collaboration with six other countries: Holland, Hungary, Greece,
Italy, the Slovak Republic and Romania.
One of the objectives of this project was to determine the current state of habits regarding access to ICTs in
individuals over the age of 55 and those with a disability attending day centres and institutions in these countries; as
well as the current offering of programs devoted to this issue.
The purpose of this article is to describe the basic ICT skills of elderly individuals from different social involvement
centres in Almería.

2. Methodology

A transversal, descriptive study with a sample of 322 elderly individuals over the age of 65 in the province of
Almería. 57.40% of the participants were females. The mean age was 72 years (SD= 8.43). 28.10% had no educational
studies; 55.60% had primary school studies; 6.30% had professional training; 7.50% had secondary school studies;
2.50% had university studies. 36.60% of the sample population suffered from some sort of disability and 63.40% had
no disability.
For this study, a validated questionnaire was used to determine the basic ITC skills that students should have
typically dominated upon completion of their primary studies, measured over distinct plots making up ICTs (Instituto
Canario de Evaluación y Calidad Educativa, 2004).
For data analysis, descriptive statistics were analysed (means, standard deviations, percentages, frequencies) using
the SPSS version 22 statistics program.
1414 David Padilla-Góngora et al. / Procedia - Social and Behavioral Sciences 237 (2017) 1412 – 1417

3. Results

As seen in Table 1, the majority of the elderly individuals over the age of 65 did not possess sufficient skills to
permit an adequate use of ICTs, confirming the need for improved digital literacy. Three quarters of the sample did
not know the basic elements of the computer, their functions or even how to turn the machine on or off. This percentage
rises to over 90% when discussing database consultations, presentation creation or designing graphs and web pages.
On the other hand, 40% of the elderly individuals participating in the sample revealed an interest in learning and
acquiring these skills and in lifelong learning programs.

Table 1. Skills regarding ICT use in elderly individuals over the age of 65
Items None Little Sufficient A lot
1. Knows the basic elements of the computer and their functions. 74.5% (240) 13% (42) 9.3% (30) 3.1% (10)
2. Connects the basic peripheral parts of the computer (printer, mouse…) and 80.7% (260) 9.9% (32) 6.8% (22) 2.5% (8)
conducts maintenance tasks on the same (paper and ink for printer...).
3. Knows the correct process to start and turn off a computer. 74.5% (240) 5.6% (18) 9.3% (30) 10.6% (34)
4. Installs programs (following instructions on screen or in manual). 85.7% (276) 8.1% (26) 3.1% (10) 3.1% (10)
5. Knows the basic terminology of the operating system: file, folder, program... 78.9% (254) 10.6% (34) 6.8% (22) 3.7% (12)
6. Saves and recovers information in the computer and in different devices 86.3% (278) 3.7% (12) 7.5% (24) 2.5% (8)
(disks, hard drive…).
7. Adequately organizes the information using different files and folders. 86.3% (278) 4.3% (14) 6.2% (20) 3.1% (10)
8. Completes basic system maintenance activities (anti-virus, safety copies, 90.7% (292) 6.2% (20) 2.5% (8) 0.6% (2)
elimination of unnecessary information…).
9. Knows different tool programs: file compression, document viewers… 90.1% (290) 5.6% (18) 2.5% (8) 1.9% (6)
10. Uses shared network resources (printer, disk…). 91.3% (294) 3.7% (12) 3.1% (10) 1.9% (6)
11. Has criteria to evaluate the reliability of the information found. 85.7% (276) 7.5% (24) 5.6% (18) 1.2% (4)
12. Knows how to use browsers: browses the Internet and knows how to store, 86.3% (276) 5.6% (18) 3.8% (12) 4.4% (14)
recover, classify and print out information.
13. Uses search engines to locate specific information over the Internet. 84.5% (272) 5.6% (18) 5.0% (16) 5.0% (16)
14. Knows how to identify the objective of the search and to browse the 86.3% (278) 7.5% (24) 3.1% (10) 3.1% (10)
hyperlinks in relevant itineraries for the work to be carried out (not browsing
aimlessly).
15. Knows and respects the rules of courtesy and correction in network 80.1% (258) 8.1% (26) 8.1% (26) 3.7% (12)
communication.
16. Sends and receives email messages, organizes the address book and knows 85.7% (276) 5.0% (16) 5.0% (16) 4.3% (14)
how to attach files.
17. Responsibly uses ITCs as a means of interpersonal communication in 87.6% (282) 5.6% (18) 3.7% (12) 3.1% (10)
groups (chats, forums…).
18. Knows the uses of the mobile telephone: emergencies, short voice 71.4% (230) 16.1% (52) 7.5% (24) 5.0% (16)
messages, Internet access…
19. Knows the basic terminology of text editors: letter font, paragraphs, 85.7% (276) 5.6% (18) 5.6% (18) 3.1% (10)
borders...
20. Knows how to use the basic functions of a word processor: create 85.7% (276) 5.6% (18) 5.6% (18) 3.1% (10)
documents, save them and print them out.
21. Internally structures documents: copy, cut and paste. 88.8% (286) 3.7% (12) 3.7% (12) 3.7% (12)
22. Formats documents: font types, borders… 87.6% (282) 3.7% (12) 6.2% (20) 2.5% (8)
23. Insert pictures and other graphic elements 88.8% (286) 5.0% (16) 4.3% (14) 1.9% (6)
24. Use spell check to verify spelling. 87% (280) 2.5% (8) 8.1% (26) 2.5% (8)
25. Knows how to use the keyboard. 80.1% (258) 5.6% (18) 9.3% (30) 5.0% (16)
 David Padilla-Góngora et al. / Procedia - Social and Behavioral Sciences 237 (2017) 1412 – 1417 1415

26. Uses the basic functions of a graphic editor: make drawings and simple 92.5% (298) 5.0% (16) 1.9% (6) 0.6% (2)
graphics, save and print out works.
27. Obtains images: with a scanner, digital camera or from the Internet… 89.4% (288) 6.8% (22) 2.5% (8) 1.2% (4)
28. Creates simple web pages. 96.3% (310) 3.7% (12) 0 0
29. Creates multimedia presentations with texts, pictures and sounds… 95% (306) 4.3% (14) 0 0.7% (2)
30. Knows the basic terminology of spread sheets: rows, columns, cells, data 91.9% (296) 6.2% (20) 0.6% (2) 1.2% (4)
and formulas…
31. Uses the basic functions of a spread sheet: make simple calculations, adjust 93.2% (300) 4.3% (14) 1.2% (4) 1.2% (4)
formatting, save and print out…
32. Creates graphic representations based on data. 94.4% (304) 3.7% (12) 0 1.9% (6)
33. Knows what a database is and what it is used for. 88.8% (286) 6.2% (20) 3.7% (12) 1.2% (4)
34. Checks databases. 91.9% (296) 5.6% (18) 1.9% (6) 0.6% (2)
35. Introduces new data in a database using a form. 93.8% (302) 4.3% (14) 1.2% (4) 0.6% (2)
36. Uses ITCs in a proper way for entertainment purposes. 85.1% (274) 6.8% (22) 3.1% (10) 5.0% (16)
37. Controls the time devoted to use ITCs and knows their addictive properties. 87% (280) 3.1% (10) 5.0% (16) 5.0% (16)
38. Knows the many sources of training and information offered by the Internet 75.2% (242) 13.7% (44) 9.3 (30) 1.9% (6)
(libraries, courses, educational materials, press…).
39. Knows the general functioning of a tele-training course. 88.8% (286) 8.7% (28) 1.9% (6) 0.6% (2)
40. Uses assistance information that is provided in manuals and programs. 88.8% (286) 6.8% (22) 2.5% (8) 1.9% (6)
41. Knows how to carry out remote transactions: administrative, banking, ticket 85.7% (276) 9.9% (32) 3.7% (12) 0.6% (2)
reservations, purchases…
42. Knows the precautions to be taken when completing monetary transactions, 81.4% (262) 11.2 (36) 5.6% (18) 1.9% (6)
giving or receiving information…
43. Knows of the existence of protection systems for remote transactions: 88.2% (284) 6.8% (22) 4.3% (14) 0.6% (2)
electronic signature, privacy, encrypting, safe sites…
44. Has an open and critical attitude regarding new technology: content, 73.3% (236) 15.5% (50) 6.8% (22) 4.3% (14)
entertainment…
45. Is open to lifelong learning and ongoing updating. 61.5% (198) 17.4% (56) 11.8% (38) 9.3% (30)
46. Knows the risks of conflictive and/or illegal information access. 74.5% (240) 9.9% (32) 9.3% (30) 6.2% (20)
47. Acts with prudence in regards to new technology: sender of messages, 69.6% (224) 6.8% (22) 12.4% (40) 11.2% (36)
critical files …

We have attempted to determine if the data is consistent based on gender in terms of skills of ICT use, however
statistically significant differences were found to exist between men (M= 62.86; SD= 27.83) and women (M= 55.96;
SD= 62.86), in favour of the men (t= -2.55; p= .011) .
Statistically significant differences were also found F (4, 313) = 45.21, p<.001 for level of studies with more
education being associated with better ICT skills (Table 2).

Table 2. Level of studies in regards to ITC skill level

Level of studies N M SD
No studies 90 48.77 6.39
Primary school studies 176 54.63 15.68
Professional training 20 81.70 32.03
High school degree 24 92.16 38.48
University studies 8 97.00 27.37
No studies 318 58.57 22.91
1416 David Padilla-Góngora et al. / Procedia - Social and Behavioral Sciences 237 (2017) 1412 – 1417

4. Discussion and Conclusions

This study confirms the effect of the digital divide on these individuals and the need for training, as previously
indicated in other studies (Abad-Alcalá, 2014; Peral-Peral et al., 2015). Authors such as Huber and Watson (2014)
have examined how the elderly individual’s age, gender, education level and experience with technology may
influence preferences when it comes to learning to use these new devices or in the resources used when problems arise
with the same.
The male gender is associated with a greater skill level in the use of ICTs for individuals over the age of 65 in the
Almería sample. Prior research has revealed that of the 771 million adults who are digitally illiterate, the majority are
female (Dighe & Vyasulu, 2006). In the workplace and the social context, women continue to be less likely to use
ICTs (Carpenter & Buday, 2007; Shen, Zhang, & Tarmizi, 2009). These gender differences have been found in level
of knowledge, skills and a less active attitude with regards to Internet use (Hsiao, Tu, & Chung, 2012; Poelmans,
Truyen, & Stockman, 2012; Tsai & Tsai, 2010). Although the use of ICTs plays a major role in the well-being of
elderly women, they are often incapable of using them regularly due to their cultural role (Kuo, Tseng, Lin, & Tang,
2013).
In the active involvement centres of Almería, elderly individuals revealed an interest in learning and acquiring ICT
skills and lifelong learning. It was found that the motivation of the elderly to study a subject or new technologies
increases when this learning helps them to satisfy some personal or social need, or when they consider it to be practical
and when it occurs primarily in social contexts where there is a collaborative learning process based on support and
peer assistance (Namazi & McClintic, 2003; Xie, 2007). They recognize that these technologies are a beneficial tool
for communication, information and entertainment in today’s world and in order to maintain their autonomy and
independence (Gonzalez, Ramírez, & Viadel, 2012; Hernández-Encuentra, Pousada, & Gómez-Zúñiga, 2009) .
Various European projects have created lifelong learning programs in ICTs for elderly and disabled populations,
however the lack of knowledge regarding current needs or the classification and evaluation of the available adapted
technologies are impeding an improved use or the effectiveness of the same (Hersh, 2014).
This data may serve as the basis for the design and experimentation of specific educational programs or lifelong
learning in regards to the lesser known aspects of ICTs, considering attitudes and needs of the elderly. This program
would be interesting to be carried out under a green model, with the participation of elderly individuals, distinct experts
and leaders of social policy.

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