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Bridging the digital divide: an evaluation of existing
elderly digital literacy education
Abigail Goad
Cyber Security and Human Factors
Bournemouth University
Bournemouth, England
abigailsgoad@gmail.com
Oliver Holmes
Cyber Security and Human Factors
Bournemouth University
Bournemouth, England
holmesoliver0@gmail.com
Abstract—Digital literacy education (DLE) is currently
insufficient in bridging the digital gap for the elderly (those aged
50 and above). Some argue that the digital divide now requires
nationwide intervention before it has an adverse effect on health
and quality of life. A person-centred approach is key; Additional
education is needed; to ensure the effectiveness, it should be
conducted in person, with regard to anxiety or “technophobia”
that some exhibit. Any education should be kept regular and up to
date; Due in part to increased lifespan, intergenerational learning
is important in bridging the digital divide. If these
recommendations are utilised then the digital divide should be
reduced significantly, leading to a more prosperous population.
Keywords—digital literacy; education; elderly; digital divide;
cybersecurity;
I. INTRODUCTION
A notable definition of the digital divide by [1] is
“unequal access and utility of internet communications
technologies”. For this research we define it in more general
terms as the disparity between those that have technology,
understanding and adaptability and those that do not.
The demographic that was investigated, namely the
elderly (aged 50 and above) was chosen due to existing
research [2], [3] and, [4] mainly focusing on this age range
as a whole. This research investigates what the digital
divide is and how it has changed, what negative impacts the
digital divide could cause, how different organisations are
currently attempting to deal with it, and how to better deal
with the digital divide going forward.
The approaches that this research focuses on are:
1. Psychological deterrents to receiving a
cybersecurity education,
2. Novel methods of delivery
3. Whether in-person or distance learning is more
effective,
4. If lesson frequency has an impact on learning
outcomes
5. The potential benefits of intergenerational
learning.
A. Aims and Objectives
The aim of this research is to produce a list of
recommendations that organisations, individuals or
governments could implement when providing digital
literacy education. This aim was selected to increase the
utility of the research to the research community.
To achieve this aim, the stated objectives of the research are:
1. Look at how the digital divide has changed
2. Identify and describe the digital divide
3. Predict what would happen if the digital divide
isn’t dealt with
4. Identify the weaknesses of the current approaches
5. Identify the strengths of the current approaches
6. Identify potential areas for further research
II. RATIONALE
It is suggested by [5] that the digital divide is exacerbating
loneliness, poor mental and physical health outcomes within
the elderly. The pandemic identified significant gaps
regarding elderly digital literacy and existing research by
Martins Van Jaarsveld [6] and Cunha et al [4] categorically
recommends further investigation within the field.
Increasing numbers of elderly are living longer, according to
[2] and [7] this is causing a widening of the gap between the
knowledge that the elderly currently have and what they
need to be happy and healthy.
While some such as [8] argue that the digital divide is
widening in some regards and narrowing in others, many [2]
[9] [10] [11] posit that the current methods being utilised to
bridge the digital divide are insufficient to deal with this
issue. Furthermore, there is a call for additional analysis to
be done looking at the point of view of the elderly as
existing investigation focuses more on younger perspectives
according to [3].
The methodology of the literature review (detailed as
below) was selected as it is appropriate given the limitations
on the research.
Digital literacy is inherently individualistic but there are
some general concepts that could be helpful and the
recommendations provided can be utilised and refined upon
on a personal level.
This review can also be used as a compilation of
recommendations for others that are looking to conduct
further inquiry that could focus on other areas of the digital
divide such as race or gender.
III. RATIONALE FOR LITERATURE REVIEW
Initially when the scope focused on current digital literacy
and cyber security knowledge within those aged over 18 the
selection of relevant data involved searching Google
Scholar using the following search terms:
TABLE I. INITIAL SEARCH TERMS
Search Term 1
Search Term 2
Search Term 3
Digital
Literacy
Elderly
Cyber Security
At a distance
Adults
Internet enabled
devices
Cyber Security
Education
These further terms were utilised to ensure the research
that was being examined covered the breadth of elderly
DLE.
The first thirty articles for each search were examined to
cover the research in depth while having a broad scope (to
give a clearer picture). The research was then limited further
still by excluding those with irrelevant key terms and those
that had less rigorous methodologies.
Towards the conclusion of the research, a final stage of
research gathering occurred, to find more detail on novel
approaches to DLE. The final element of the literature
review occurred using the key terms:
TABLE II. INTERIM SEARCH TERMS
Search Term 1
Search Term 2
Search Term 3
Digital Literacy
Elderly
Education
Digital Divide
At a distance
Training
Digital
Education
In Person
Older Adults
These further terms were utilised to ensure the research
that was being examined covered the breadth of elderly
DLE.
The first thirty articles for each search were examined to
cover the research in depth while having a broad scope (to
give a clearer picture). The research was then limited further
by excluding those with irrelevant key terms and those that
had less rigorous methodologies.
Towards the conclusion of the research, a final stage of
research gathering occurred, to find more detail on novel
approaches to DLE. The final element of the literature
review occurred using the key terms:
TABLE III. NOVEL EDUCATIONAL METHODS SEARCH TERMS
Search Term 1
Search Term 2
Search Term 3
Digital Divide
Novel Method
Elderly
Digital Literacy
Unique
Approach
Education
This data ensured that the research that was being
examined was representative of the current investigations in
the field.
A. Limitations of the literature review
The examined research was written exclusively in English
due to limited resources. However, this did not limit
investigation to one geographical location; As such we have
looked at a variety of sources from all continents. Time was
another relevant limitation, which was mitigated by rigorous
planning.
IV. DIGITAL DIVIDE: PAST PRESENT AND FUTURE
While the digital divide is often viewed as a current
problem, it has existed for much longer. To achieve
objective one, prior iterations of the digital divide as a
concept were investigated. Previously, it was seen as the
disparity between those with a computer and internet, and
those without as discussed in [12]. Historically speaking,
this was based more on hardware considerations than most
current definitions. Modern technology has become more
widespread and varied since, and with this came a change to
the definition of the digital divide.
To achieve objective two, a few definitions of the digital
divide were examined. The updated research by Dijk [13]
which states “a division between people who have access to
and use of digital media and those who do not'' was selected
as the most fitting due to its broad nature encapsulating
most interpretations of the divide without including
unrelated concepts. Internet technology encompasses a lot
more than just a computer with a wi-fi connection, as
discussed in [14] tablets, smart devices and smartphones are
all part of internet technology - and in the present it is
important to recognise when considering the digital divide
and steps to bridge it. It is also important to recognise that
there are more barriers currently that could lead to a
continued digital divide – as put forward in [15] , these
include cultural competencies as well as the technical skills
available to utilise technologies fully.
In order to achieve objective three, it is also imperative to
consider how the digital divide will change as we adapt to
new technology - some of which we are still unfamiliar
with. Servon [16] surmises that this will become
increasingly more important when essential services such as
banking and shopping move online and being aware of the
disparity between those with access, and those without, is
key in ensuring no one is left behind. Sparks [15] suggests
that regardless of which definition of the digital divide is
considered, it is important that this is continually addressed
to increase social inclusion for all members of the
community.
V. POTENTIAL PITFALLS
In order to achieve objective four, it was necessary to
examine the current approaches' weaknesses in order to
provide a list of recommendations to mitigate or entirely
avoid those potential pitfalls. It is important to consider
human factors when bridging the digital divide - not all
people will have the same needs, uses and requirements
when accessing internet-enabled technology.
There are a number of features that would benefit disabled
members of the community and allow them access to many
fundamental services as discussed in [17] . In Johansson et
al. participants with disabilities relating to language and
understanding reported more difficulties accessing the
internet than other disability groups. This is important to
consider as not all methods will suit everyone; tailored,
accessible learning will be key to ensuring access for all.
According to [18] It is important to begin with the essentials
of technology when teaching a new user - it is the aim for
that person to be able to participate equally in society so the
fundamentals should always be taught first, ideally on the
individual’s own devices.
While training courses can be popular when it comes to
DLE, it is important to focus on a person-centred approach,
as the digital divide is often a reflection of socioeconomic
divide in the real-world as discussed in[19]. It is likewise
relevant to teach individuals how to use the technology they
are likely to have access to - rather than the latest model at
the time as discussed in [16]. Rogers [20] discussed how
communities will have different digital skills requirements..
For some, these will be production skills (coding, writing,
creating files etc.) and for others this will be for
consumption purposes (reading articles, journals, magazines
and social media). Both skills are important as much of the
world is online, but it is worth considering which will bridge
the gap in a particular community.
VI. PSYCHOLOGICAL DETERRENTS
In order to achieve objective four, psychological deterrents
were also a significant factor to consider. A study by [21]
looked at factors that can lead to the elderly becoming
victims of cybercrime. They found lack of awareness to be
A key element leading to vulnerability for this age group. In
addition to this, [22] concluded that the elderly often lacked
awareness of existing security threats and are undereducated
in how to best apply security controls to computers and
internet enabled devices.
Research by [23] has found that the elderly have been more
deprived of information regarding new technologies than
other demographics. This is particularly the case when it
comes to cybersecurity awareness. [23] suggests this may
lead to anxiety when faced with cybersecurity awareness
tasks. Further to this, [24] suggests that the elderly
population need to be given regular, up-to-date
cybersecurity awareness information and training to avoid
apprehension and unwillingness to learn. In their research,
[25] found that only 18% of those in the elderly
demographic were comfortable learning to use smartphones
(or other internet enabled devices) on their own, and
suggested that if an individual is not comfortable using such
devices, complex cybersecurity measures will be totally out
of the question, leaving such users vulnerable. Overall, the
literature suggests that anxiety and apprehension can be
obstacles for the elderly, leading to a detrimental effect on
their digital literacy.
VII. NOVEL DLE METHODS
In order to achieve objective five, the various methods
that can be used when teaching a technical skill to a
brand-new user were examined to identify their strengths.
Research has shown that some methods are more effective
than others. Paris & Yussof [26] investigated whether
purpose-built educational games would increase the rate at
which someone felt comfortable when learning a new skill.
It was found that this did improve the learning for some
participants, so this is a potential novel method that could be
applied to digital skills learning.
[3] investigated how best to bridge the digital divide;
specifically studying the effects of technology anxiety and
familiar technological skills on the use of digital services by
the elderly and found that using a mixture of old and new
technologies was best for the elderly and allowed the
greatest amount of familiarity, aiding their education
overall. These technologies would be taught in regular
sessions and all users would learn about a range of available
cybersecurity tools on an array of technologies.
Research by Luna-Nevarez [27] found that students who
used an app to supplement their learning were more engaged
and displayed higher levels of enjoyment of class content
than those that did not. While an app would be suitable for
on-the-go digital skills learning, it’s worth considering that
this would require a base level of knowledge and comfort
using a smartphone or tablet so while not the best fit for new
users, could be developed for more intermediate users.
A study by Simsek and Erdener [28] used digital storytelling
workshops to educate elderly women on the topic of digital
visual skills. This isn’t wholly the same as DLE but it is
very much related to the same techniques. The methodology
involved a three day workshop within an elderly community
(as such the results may not be representative of other
scenarios). The findings were that throughout the data
collection period the motivation of the women to learn more
specifically about digital media was the dominant motivator
in their continued progress. [28] had been intended as a one
day walking tour session, but due to the participants
familiarity with each other the methodology was adapted on
the day. This existing familiarity (with each other and the
researcher) coupled with the study [28] being conducted in
2012 (meaning it is somewhat outdated when compared to
the other studies examined), could make an argument for the
source’s reduced credibility. However, the results from the
study as well as the strategies used (partly due to their
reduced reliance on technology) are still relevant to today.
In addition, the informal nature of the investigation may
have collected data that would otherwise have been
impossible to collect, potentially reducing the impact of the
Hawthorne effect (as discussed in [29]) due to the
familiarity between researcher and participants.
The classic approach as discussed in [30] involves teaching
users essential digital skills is through the use of workshops
and lectures. Digital competency can be improved with
interactive workshops that offer some 1 to 1 support as
discussed in [31], particularly with low-skill groups such as
the elderly. It has also been found that additional skills
workshops can benefit those already in possession of a level
of skill in sectors such as the health sector as discussed in
[32].
VIII. PROXIMITY
In order to further achieve objectives four and five,
proximity and its potential effect on DLE was investigated.
As suggested by [33] pedagogical approaches need to be
adapted when teaching at a distance if successful outcomes
are desired. [6] references the pandemic as a cause for
online learning to become a “new normal” for a range of
users (including the elderly) who had to quickly adapt to
new learning processes while having a varied level of
existing digital literacy. Some [34] [11] allege that in person
DLE is inherently better for the purposes of DLE for the
elderly as it allows the overcoming of related fear and
anxiety. With pre-existing apprehension about digital
devices, it is ineffective to educate without supporting
elderly students. This is substantiated by [3], who offer the
smart TV, due to its familiarity, as a potential familiar
educational tool.
One study [9] used test score and survey analysis to
compare the efficacy of DLE in-person workshops with
blended sessions. They found that flexibility, self-efficacy,
and motivation through the potential gained knowledge was
necessary to bridge the digital divide. [9] posit that blended
workshops were more effective than face-to-face training
due to distractions and reduced resources outside of
classThis somewhat contradicts the previous research that
suggests in person learning is the superior approach due to
its inherent ability to reduce pre existing apprehension with
unknown technology. Additionally, due to limited internet
access during the pandemic and therefore reduced
improvement opportunities for subjects, their next study
suggested “societies must consider access to ICT to be a
basic human right”. This suggests the urgency of the digital
divide being bridged and highlights the difficulties of
at-a-distance education. Overall, both research articles note
their own limitations: a comparatively small sample size and
limited time frame. However, their findings are generally in
line with existing research.
Another study, [35] found that when elderly users
independently learned to use ICT and the internet, they
assessed their skill level (in regards to DLE and IT) more
accurately than those that were given instruction in person.
However, those that were assisted directly as part of
receiving DLE reported higher overall digital literacy.
Additionally, regardless of self-evaluation, most participants
found that the courses that were tailored to them, (such as
on the topic of active ageing), especially when in locations
they responded well to (such as libraries) seemed the most
beneficial; this potentially indicates that the elderly
questioned in this research deem in person education to be
the most beneficial. The study received 758 respondents
which is a relatively useful sample size, but only pulled
from a limited source of references and had only a brief
summary of their methodology.
IX. LESSON FREQUENCY
In order to achieve objectives four and five, the frequency of
workshops or lessons given could be considered important
to the effectiveness of DLE for the elderly. The
aforementioned research by [34] recommended that
members of the elderly demographic who seek to learn more
about cybersecurity should attend weekly sessions to widen
their knowledge around the security elements of their
devices. This could include how to protect themselves
online - as a rehearsal effect could eventuate leading to an
increase in confidence for the user.
Alternatively, [9] conducted research on how developers of
“pervasive technology” (technology such as smartphones or
tablets that we carry around in day-to-day life) can make the
technology more accessible to elderly people - and they
suggested that a mixture of face-to-face and blended one-off
workshops may be the best approach particularly when the
demographic may not be familiar with the technologies
involved to begin with. This would allow users to attend
whichever specific sessions they felt they needed. In further
research regarding delivery of workshops for the elderly, [2]
recommended one-off sessions based on what specific
concern they had at the time, or what devices they used
regularly.
X. INTERGENERATIONAL LEARNING
In order to further achieve objectives four and five,
intergenerational learning was examined. Intergenerational
learning is the transference of knowledge and skills
typically within a familial setting as defined by [36] . [36]
refers to this exchange between generations as being
reciprocal. While ideal, the studies conducted focusing on
the digital divide tend to focus on the younger generation as
teachers, and the older as students and not on a reciprocal
exchange of knowledge. Additionally, while sometimes
associated with age difference, the majority of studies
examined in this report such as [36] [7] [37] focus on
familial relationships, suggesting they can lead to more
successful outcomes than non-familial counterparts. Many
[7] [37] suggest that a strong relationship is the cause of
successful outcomes when participating in DLE.
Conversely, [3] suggests that by having better technological
knowhow, intergenerational relationships could improve.
Whichever way the correlation lies, it seems that by
bolstering technological knowhow and the relationship
between learners more successful outcomes can be
achieved.
While most agree the potential benefits of intergenerational
learning, [3] posits that when it is utilised it focuses far
more on the benefits to the young people and far less on the
elderly’s DLE. [38] suggests intergenerational learning
should empower the older generation to learn new skills
while actively learning.[38] recommends creating a calm
atmosphere by marking meaningful days, starting sessions
with conversation and information exchange, and allowing
alternative lessons (on different subjects, or via a different
delivery method than planned) to occur.
[37] found that when utilising intergenerational learning
with family members or close friends through a mixed
methods delivery of digital learning and in person
traditional teaching, learning facilitation led to successful
outcomes. The main obstacles [37] identified were lack of
motivation from elderly participants, a lack of suitable
educators, and a lack of trainers to create new educators.
The study was conducted across six countries, pulling from
a large population, however there were only 188
respondents in total and not all of those within that sample
were elderly. Due to this, it is not likely to be truly
representative of the six countries at large and so is
somewhat less useful when compared to [7].
Contrastingly, the methodology used in [7] involved a
literature review which pulled from an initial potential 1085
related studies, then examined the 15 most relevant in detail.
The key findings were that due to the population of elderly
people steadily increasing, intergenerational learning is
increasingly beneficial to bridging the digital divide. While
[7] discusses the papers rigorously and provides in-depth
background on each source, they only briefly detail the
relevance between the articles which could have improved
the legitimacy of the paper.
XI. POINTS FOR FURTHER INVESTIGATION
In order to achieve objective four more successfully, to
identify the weaknesses of current approaches, a
comparative methodology could be adopted in which a pool
of elderly prospective learners are given different
educational practices over a series of lessons. Data on
individual pupil improvement, pupil scores and qualitatively
pupils’ motivations and satisfaction with the learning could
be gathered, analysed and discussed.
Focusing on elderly perceptions of their own digital literacy
comparatively with their understanding of the things they
need to interact with would be recommended in future. This
can then be analysed alongside the existing research
identified to compare results and provide more specific
recommendations on where current gaps lie.
In order to achieve objective six, additional research may
look at alternative subjects. Below are examples of topics
that were considered for examination but that were
ultimately not the most suitable due to time constraints and
a lack of existing research.
The racial digital divide is according to some [10] a growing
issue as well. By looking both at how different cultures have
affected the digital divide, and at how those of different
races within the same culture have differing digital literacy
potential lessons could be learned.
A few of the studies examined within this research,
reference gender differences within the digital divide. As
such, an investigation that is tailored to identify the
pre-existing differences in the elderly’s base digital literacy
knowledge on the basis of gender could be fruitful.
Additionally, inquiry into the differing ways in which those
of different genders are disadvantaged in maintaining
individual digital literacy and therefore digital autonomy
could be useful in synthesising recommendations for
governments going forward.
As previously stipulated, the digital divide may be growing
in many areas. While age has been looked at here:
socioeconomic background has a part to play according to
[10]. While this would have been worthwhile to look at, it
would have broadened the scope wider than was intended,
leading to less focused investigation, and reducing the utility
of the findings.
Future research in this area might look at how each of the
novel methods can be used to improve the skills of beginner,
intermediate and expert users of internet-enabled
technology, as this will allow evaluation of whether a
certain method may be best at a different time in the
teaching process.
XII. RECOMMENDATIONS
When attempting to bridge the digital divide, it is
recommended that the following identified barriers are
considered:
●Existing cultural competencies
●Existing technical skills
●Pre-existing anxiety
●Lack of motivation
●Lack of educators and trainers
When attempting to bridge the digital divide, it is
recommended that the following methods and frequencies of
teaching DLE to the elderly are considered:
●A person-centred approach
●Purpose-built educational games
●A mixture of old and new technologies
●Apps to supplement learning.
●Interactive workshops that offer some 1 to 1
●Blended workshops
●Weekly sessions
●One-off sessions
When attempting to bridge the digital divide, it is
recommended that the following elements of the discussed
approaches are considered:
●Learners with strong familial relationships to those
educating them can lead to more successful
outcomes than non-familial counterparts.
●Creating a calm atmosphere, starting sessions with
conversation and information exchange, and
allowing alternative lessons to occur can be
beneficial.
●Learning more about digital media can be a
motivator to DLE
●People will not have the same needs, uses and
requirements.
●Tailored, accessible learning will be key to
ensuring access for all.
●The digital divide is often a reflection of the
socioeconomic divide in the real-world
●The elderly population need to be given regular,
up-to-date cybersecurity awareness information
and training to avoid apprehension and
unwillingness to learn
●Pedagogical approaches need to be adapted when
teaching at a distance if successful outcomes are
desired.
●Flexibility, self-efficacy, and motivation through
the potential gained knowledge is necessary
●Tailored courses in relevant locations are the most
effective
●Intergenerational learning can focus more on young
people
●Intergenerational learning should empower older
generations to learn new skills while actively
learning.
●Due to the population of elderly people steadily
increasing, intergenerational learning is
increasingly beneficial to bridging the digital
divide.
XIII. SUMMARY
The aim was achieved to a somewhat significant degree,
several key recommendations have been synthesised. All of
the objectives were achieved. The overall aim could have
been achieved to a higher extent, however, due to a lack of
consensus in existing literature and time limitations in the
project, the recommendations provided may have limited
applicability in other regions or contexts than those that
were examined. When additional research is conducted
there may be more agreement within the field, if this is
coupled with further research time then the aim could be
achieved to a more significant degree.
The literature review was not exhaustive and with more time
it would have likely been beneficial to examine resources
not found using the Google Scholar methodology we used.
The digital divide can be an intimidating concept to the
elderly, but from the research conducted it is possible to
enhance and bolster the elderly’s DLE before further
negative impacts occur.
The key findings from the psychological impacts on DLE
for the elderly are:
1) Psychological deterrents rather than prior understanding
are a more significant barrier to progress regarding DLE
with the elderly
2) Working in person appears to be more effective than at a
distance as it mitigates the anxiety they feel due to lack of
familiarity
The key findings identified when looking at approaches that
can be utilised are:
1) Intergenerational Learning can be an effective tool, but
there are many factors that may impact on its effectiveness,
as such data collection and metrics are beneficial.
2) A range of novel educational tools have been utilised,
but those that are most effective use technology that the
subjects have prior familiarity with.
3) Information that is regularly updated is recommended to
increase the long-term efficacy of the education.
The potential pitfalls to look out for are:
1) Not communicating with learners about their needs,
motivations, and desires.
2) Not adapting methods when they are stagnating or being
implemented inopportunely
3) Not personalising lessons to aid engagement
ACKNOWLEDGMENT
Thank you to Dr Philip Davies for providing formative
feedback at the conceptual stage of the investigation.
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