Evaluating an Adaptive, Web-Based Training Program for Teaching Older Adults Experiencing Cognitive Difficulties to Use an Electronic Memory and Management Aid.

Journal: Archives of clinical neuropsychology : the official journal of the National Academy of Neuropsychologists
Published Date: Jan 30, 2026

Abstract

OBJECTIVE: Older adults with cognitive concerns can benefit from technology-based compensatory strategies to support independent functioning, but in-person training can be costly and difficult to scale. Web-based training offers a promising alternative to scale technology adaptation and increase access of digital tools. This paper describes the iterative development and evaluation of an adaptive, web-based training program designed to help older adults learn to use an Electronic Memory and Management Aid. METHODS: Participants were community-dwelling older adults across a continuum of cognitive difficulties. In Study 1, two pilot iterations were conducted to evaluate user satisfaction and collect ground truth data for the machine learning algorithm supporting adaptive training. In Study 2, participants completed the training program in the context of a clinical trial, and qualitative data from semi-structured interviews were analyzed to identify successes and barriers associated with the program.​. RESULTS: In Study 1, participants reported high satisfaction with the training program. Their feedback was used to iteratively refine the content and structure, while clinician observations provided ground truth data that informed the development and enhancement of the adaptive algorithm. In Study 2, participants highlighted positive experiences with multiple features that supported individualized learning, including adjustable pacing, content repetition, practical quizzes, and exercises that facilitated integration of the memory aid into daily routine. CONCLUSIONS: This study demonstrates the feasibility of using web-based training to scale the use of technology-based compensatory strategies by older adults with varying cognitive abilities. Features that support adaptive learning are essential for maximizing engagement and effectiveness.

Authors

  • Xingzi Li
    Department of Psychology, Washington State University, Johnson Tower, Pullman, WA 99163, USA.
  • Brooke F Beech
    Department of Psychology, Washington State University, Johnson Tower, Pullman, WA 99163, USA.
  • Travis Hales
    Department of Psychology, Washington State University, Johnson Tower, Pullman, WA 99163, USA.
  • Catherine Van Son
    College of Nursing, Washington State University, 103 E Spokane Falls Blvd, Spokane, WA 99202, USA.
  • Reanne Chilton
    Department of Psychology, Washington State University, Pullman, WA, USA.
  • Callan Lujan
    Department of Psychology, Washington State University, Johnson Tower, Pullman, WA 99163, USA.
  • Blythe Duell
    Department of Psychology, Washington State University, Johnson Tower, Pullman, WA 99163, USA.
  • Chance DeSmet
    School of Electrical Engineering and Computer Science, Washington State University, 355 NE Spokane St, Pullman, WA 99163, USA.
  • Diane Cook
    Washington State University, Pullman, WA, United States. Electronic address: [email protected].
  • Ron Kim Johnson
    Managed Health Connections, Inc., 203 N Washington St #302, Spokane, WA 99201, USA.
  • Maureen Schmitter-Edgecombe
    Department of Psychology, Washington State University.

Keywords

No keywords available for this article.

External Resources

Popular Topics
Recent Journals