The Correlation Between Chronological Age and Acceptance of (Learning) Technologies: A Meta-Analysis

• In Event: Meta-Analytic Methods and Concepts at Crossroads: Relations of Student and Context Variables With Meaningful Outcomes

Abstract

Technology is pervading all aspects of our lives. Particularly in education, various forms of e-learning (digital libraries, online campuses, virtual learning communities) have become very common. At the same time, the ongoing demographic change emphasizes the importance of life-long learning and thus, the acceptance and usage of learning technologies across all ages. However, studies are inconsistent concerning the magnitude and direction of the correlation between chronological age and technology acceptance. Thus, the current meta-analysis sought to provide aggregated results on the correlation between chronological age and three core components of the technology acceptance model (TAM), i.e., perceived ease of use, perceived usefulness, and intention to use. Additionally, the current meta-analysis examined type of technology (e.g., learning technologies vs. others) as a potential moderator of the age-technology acceptance link.

To this end, studies reporting age-effects on either one of the TAM variables and providing information to calculate an effect size were included (total number of studies included = 134, total n = 55,699). A random-effects model was applied. The strongest age effect was observed for the TAM component perceived ease of use (-.125, confidence interval from -.190 to -.06, k = 67). A weaker but still significant age effect was found for perceived usefulness (-.038, confidence interval from -.073 to -.003, k = 89). No significant age effect occurred for intention to use technology (-.023, confidence interval from -.055 to -.0002, k = 106). While some of these findings seemed to be contingent on the type of technology (e.g., the correlation between age and perceived ease of use was significantly stronger for work related as compared to other technologies), all three components of the TAM were uncorrelated to age in the domain of learning technologies.

Several conclusions may be drawn from this meta-analysis: First, more studies on age and technology acceptance in the domain of learning technologies are needed (k’s from 6 to 10). Second, this study presents initial evidence showing that older learners do not have more negative attitudes towards learning technologies. Third, across all technology domains, older users tend to perceive technology less easy to use and less useful. Implications and limitations of the current meta-analysis are discussed.

Authors

• Nathalie Hauk, Freie Universität Berlin

• Stefan Krumm, University of Münster