Abstract：
Older adults are at a digital disadvantage because of social stereotypes and a lack of social support; however, smartphones have become a necessary technology to cope with crises and daily life in China, especially during the pandemic. This study aimed to help marginalized older adults take on new tasks by developing digital technology education that used a framework of social cognitive theory in social work. The study followed a quasi-experimental design in which 153 elderly people were recruited from three community service centers; 90 of the participants received 6-weekly intervention. Intent-to-treat analysis, effect size calculations, and sensitivity analysis were conducted. The findings show that digital education significantly enhanced two domains of digital life adaptation abilities: general digital life adaptation abilities [g = .50, 95% CI (.70, 2.69)] and pandemic digital life adaptation abilities [g = .89, 95% CI (.96, 2.07)]. The intervention also improved three domains of digital self-efficacy: sharing and communication [g = .55, 95% CI (.04, .48)], verification [g = .34, 95% CI (.01, .59)], and influencing others [g = .53, 95% CI (.13, .77)]. The study showed that the new intervention approach reduced the harm to vulnerable older adults in the digital wave, especially during the pandemic.
摘要：
由于社会成见和缺乏社会支持，老年人处于数字劣势；然而，智能手机已经成为应对中国危机和日常生活的必要技术，尤其是在大流行期间。这项研究旨在通过在社会工作中使用社会认知理论框架开发数字技术教育来帮助边缘化的老年人承担新任务。该研究遵循准实验设计，其中从三个社区服务中心招募了153名老年人；90名参与者接受了每周6次的干预。意向治疗分析，效果大小计算，并进行了敏感性分析。研究结果表明，数字教育显着增强了数字生活适应能力的两个领域：一般数字生活适应能力[g=.50，95％CI（.70，2.69）]和大流行数字生活适应能力[g=.89，95％CI（.96，2.07）]。干预还改善了数字自我效能感的三个领域：分享和沟通[g=.55，95%CI（.04，.48）]，验证[g=.34，95%CI（.01，.59）]，并影响他人[g=.53，95%CI（.13，.77）]。研究表明，新的干预方法减少了数字浪潮中对脆弱老年人的伤害，尤其是在大流行期间。
