Older Adults and Technology-Based Instruction: Optimizing Learning Outcomes and Transfer

Our purpose here is to provide an overview of the cognitive and socioemotional changes associated with aging and to propose ways that these changes can be accommodated in a technology-based training environment. We recommend that technology-based training for older adults should: (1) be highly structured, (2) provide feedback and adaptive guidance, (3) include metacognitive prompts, (4) incorporate principles derived from cognitive load theory and cognitive theory of multimedia learning, and (5) include a user interface that is simple and consistent throughout the course. With a focus on organizations as well as business schools, we then discuss contextual variables expected to enhance older learners' training motivation or improve their transfer of training. Finally, we will recommend areas worthy of exploration that might reveal age-specific differences in technology-based instruction (TBI) design.