Browsing by Author "Cotten, Shelia R."

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Generational differences in online safety perceptions, knowledge, and practices
(2016-09)
Jiang, Mengtian
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Tsai, Hsin-yi Sandy
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Cotten, Shelia R.
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Rifon, Nora J.
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LaRose, Robert
As Internet usage has proliferated in recent years so have online security threats. Internet users are increasingly susceptible to online security threats. Using a qualitative approach, this study conducted 18 focus groups to examine how three different generations perceive online safety, use coping strategies, and protect themselves online: Silent and GI generation (SGI) (born 1945 or earlier), older Baby Boomers (1946-1954), and Millennials (1977-1992). Results show that although each generation shares a variety of online safety concerns, SGIs and Boomers are more suspicious about online security, have less confidence in their abilities, are uncertain about the effectiveness of protection resources, perform fewer protection behaviors, and are more likely to rely on others\' assistance compared to the Millennial group. Our findings indicate online safety training is needed for all three generations, but especially for older adults. Tailored approaches are suggested to reach different generations.
Getting Grandma Online: Are Tablets the Answer for Increasing Digital Inclusion for Older Adults in the US?
(2015-10-03)
Tsai, Hsin-yi Sandy
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Shillair, Ruth
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Cotten, Shelia R.
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Winstead, Vicki
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Yost, Elizabeth
Using information and communication technologies (ICTs) can improve older adults\' quality of life. ICT use is associated with decreased feelings of loneliness and depression, along with increased feelings of independence and personal growth. However, limited access and low technological self-efficacy are key reasons why some groups, especially older adults, are excluded from being fully engaged in the digital world. In this study, we focus on older adults\' technological self-efficacy, which is related to their actual use of technology and the second level digital divide. Specifically, we examine: (a) how older adults decide to use a new technology, tablet computers; (b) how they conquer the barrier of technological self-efficacy through using tablets; and (c) the impacts of using this new technology in their lives. Twenty-one in-depth interviews were conducted with older adults residing in independent living communities in a medium-sized city in the Deep South region of the United States. Observational and enactive learning played important roles for older adults in using tablets. Seeing others use tablets, getting recommendations from family members, or having tablets given to them were the primary reasons they started to use tablet computers. The ease of use feature of tablets helped solve the problem of lacking technological self-efficacy. Using tablets helped increase a sense of connectedness. Tablet computers may be one way to increase digital inclusion among older adults.
Senior technology exploration, learning, and acceptance (STELA) model: from exploration to use - a longitudinal randomized controlled trial
(1970-01-01)
Tsai, Hsin-Yi Sandy
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Rikard, R. V.
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Cotten, Shelia R.
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Shillair, Ruth
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傳播與科技學系
The purpose of this study is to examine the process from technology exploration to acceptance for older adults. A senior technology exploration, learning, and acceptance (STELA) model is proposed to examine the technology exploration and learning process. Adopting a new technology can pose challenges with increasing age. In order to help older adults use new technologies so they can be included in many important resources and support that are routinely accessed online, it is essential to understand factors affecting their technology adoption, and what the learning and adoption processes are like. This study employs four waves of data from a randomized controlled trial computer training intervention with 195 older adults (65 and older) in 19 different assisted and independent living communities (AICs). The results show the moderating effect of technology training and support for the relationship of exploring a technology and perceived difficulties of learning. These results suggest that training programs that are specially designed for older adults and continued support are needed to help older adults explore technologies and facilitate their learning process.
Social Support and "Playing Around": An Examination of How Older Adults Acquire Digital Literacy With Tablet Computers
(2017-01-01)
Tsai, Hsin-yi Sandy
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Shillair, Ruth
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Cotten, Shelia R.
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傳播與科技學系
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Department of Communication and Technology
This study examines how older adults learn to use tablet computers. Learning to use new technologies can help older adults to be included in today's digital society. However, learning to use new technologies is not always easy, especially for older adults. This study focuses on how older adults learn to use a specific technology, tablet computers, and the role that social support plays in this process. Data for this project are from 21 in-depth interviews with individuals who own tablet computers. We examine how older adults engage with tablet devices and increase their digital literacy. The findings suggest that, for older adults to start to use tablets, social support plays an important role. In addition, a key way that many participants report gaining expertise with the technology is through "playing around" with the tablets. Suggestions for how to help older adults learn to use new technologies are detailed.
Understanding online safety behaviors: A protection motivation theory perspective
(2016-06)
Tsai, Hsin-yi Sandy
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Jiang, Mengtian
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Alhabash, Saleem
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LaRose, Robert
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Rifon, Nora J.
Internet users experience a variety of online security threats that require them to enact safety precautions. Protection motivation theory (PMT) provides a theoretical framework for understanding Internet users\' security protection that has informed past research. Ongoing research on online safety recommends new motivational factors that are integrated here in a PMT framework for the first time. Using PMT, a cross-sectional survey (N = 988) of Amazon Mechanical Turk (MTurk) users was conducted to examine how classical and new PMT factors predicted security intentions. Coping appraisal variables were the strongest predictors of online safety intentions, especially habit strength, response efficacy, and personal responsibility. Threat severity was also a significant predictor. Incorporating additional factors (i.e., prior experiences, subjective norms, habit strength, perceived security support, and personal responsibility) into the conventional PMT model increased the model\'s explanatory power by 15%. Findings are discussed in relation to advancing PMT within the context of online security for home computer users. (C) 2016 Elsevier Ltd. All rights reserved.