Design strategies for WeChat instructional videos for Chinese older adults: A qualitative study on learning barriers and user expectations

Older adults often encounter difficulties when learning to use everyday digital applications, yet these learning experiences have received less attention than technology use itself. Understanding how older adults describe their learning difficulties and preferences is important for developing instructional support that better meets their needs. This study explored Chinese older adults’ difficulties and preferences in mobile digital learning, examined how these findings could inform age-sensitive WeChat instructional video design, and investigated participants’ experiences of the resulting videos. Twenty older adults participated in pre-interviews on smartphone use, learning difficulties, and instructional preferences. Based on these findings and informed by Cognitive Load Theory and the Cognitive Theory of Multimedia Learning, eight WeChat instructional videos were developed. Ten participants then took part in formal interviews after using the videos. Thematic analysis identified difficulties involving unfamiliar functions, fast or complex instructional content, visual barriers, and access to suitable learning resources. Participants also differed in prior digital experience and reliance on external support. They valued clear step-by-step demonstrations, manageable pacing, repetition, and learning while operating. Formal interviews further highlighted the importance of clear, self-paced instruction, while showing continued differences in language, content preferences, and desired control over learning pace. These findings suggest that age-sensitive digital instruction should combine clear, repeatable, and accessible support with flexibility for differences in prior experience and learning needs. The study provides qualitative evidence for instructional support by linking learner-reported experiences with theory-informed design and subsequent feedback.