People With and Without Cognitive Concerns are Keen for Online Learning about Brain Health
Thursday, July 4th, 2024
Most of us can work hard, play hard, and socialise hard. In our busy lives, the quickest and easiest way to access information is through online means. However, technology can also be a frustrating activity if we are not quite getting it -especially if we feel our brain does not work as well as it used to.
Does being worried about our memory affect online learning preferences?
A team of researchers from UNSW Sydney, investigated the current use, interest and preferences for online learning – and online learning about brain health and dementia risk reduction, specifically – among adults aged 45 years and over[1]. The researchers were curious about whether responses might differ between individuals who reported cognitive concerns and those who did not. The study asked 249, mostly female, participants, about their technology use, its utility in supporting day-to-day life, as well as their subjective memory concerns.
A preference for more traditional devices
Nearly all participants reported using two or more devices. Over half of participants said that their technology use had increased since the COVID pandemic. Most participants were interested in online learning about healthy living, whilst over 80% expressed a high interest in online learning about dementia risk factors explicitly. There was a strong preference for accessing information on a laptop or desktop computer, rather than on a mobile phone or tablet. Despite goal setting being high-noted as an effective behaviour change technique in health intervention trials[2], only two-thirds of participants said that they would be up for goal-setting activities. There were few standout differences in responses for people with or without cognitive concerns. The authors reflect that maybe the point of divide becomes more discernible in later stages of cognitive decline.
Leveraging routines and minimizing cognitive demands could be important
People with cognitive concerns were more likely to use daily routines or systems to aid their memory than those without. This preference could be leveraged in an online program through scheduled release of educational materials and session reminders. Individuals with cognitive concerns were also more likely to identify with “headaches” when using devices. This finding speaks to consideration of minimizing cognitive demands such as avoiding jargon or complicated language, and consideration of accessibility features such as adjustable font sizes.
The study had participants complete the survey online, and thus necessitated a familiarity with technology that introduces a strong bias for a project interested in digital engagement. Alternatively, this could be seen as an asset in gaining information from the target population. The technology use assessment was not validated, and the study scope did not extend to differentiating between stages of cognitive decline. Nonetheless, the study gives the “green light”, in telling us that middle-aged adults are keen for online brain health education.
