Social norms and technology engagement in later life: An experimental study

While previous studies have focused on the importance of self-efficacy and usefulness for willingness to engage with and learn about technology, this study tests whether social norms about the role of elderly people in modern society impact older adults’ intentions to learn about digital technology in an intergenerational face-to-face learning environment. Based on an experimental survey targeting UK residents aged 70 and above (N = 320), and using ordinal logistic regression, our study shows, first, that while older adults exposed to negative social norms about their use of technology are not less intended to participate in the learning experience, those who are exposed to positive social norms are notably more inclined to do so. Second, internalization of the dominant social norm about older adults as obsolescent (ageism) discourages participation. Third, it not only discourages intentions to participate directly, but also indirectly, as individuals who are treated with positive norms are less likely to participate in the learning experience if they perceive themselves as not being respected and useful in society. Thus, in addition to technological competence, social norms shape older adults’ willingness to engage in educational experiences on digital technology in different ways.