Smartphone-Based Digital Literacy Training for Older Adults

NCT07693582 — Not applicable, Completed, 140 participants, Akdeniz University

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Smartphone-based Digital Literacy Training for Older Adults in a Lifelong-learning Setting: a Nonrandomised Wait-list-controlled Study With 3-month Follow-up

Registry	NCT07693582
Status	Completed
Phase	Not applicable
Study type	Interventional; non randomized, parallel, masking: none, other
Enrollment	140 (Actual)
Sponsor	Akdeniz University (Other)
Conditions	Aging, Literacy-language Intervention, Literacy, Older Adults (60 - 85 Years Old)
Interventions	Structured smartphone-based digital literacy training (Behavioral)
Dates	start 2025-04-15, primary completion 2025-08-22, completion 2025-08-22, first posted 2026-07-09, last updated 2026-07-09
Locations	1 site in Turkey (Türkiye)

-Summary

This study examined whether a structured, classroom-based smartphone training programme can improve digital literacy and confidence in using a smartphone among adults aged 60 years and older enrolled in a lifelong-learning programme. The study used a non-randomised, wait-list-controlled design with two existing class cohorts: one cohort received the training first (intervention group), and the other continued with its usual programme activities and served as a comparison (wait-list control group). Digital literacy and smartphone self-efficacy were measured before the training, immediately after the training, and again three months later. The aim was to determine whether older adults who took part in the training showed greater improvement than those who did not.

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+Detailed description

The training programme consisted of 12 sessions delivered over 6 weeks (two sessions per week, each lasting 90 to 105 minutes). Content was mapped to the DigComp 2.2 digital competence framework and covered practical smartphone skills for everyday life. Sessions used participants' own Android smartphones together with a projector for demonstration, a class messaging group for support, and between-session practice tasks. The intervention arm comprised the advanced-level cohort of the Akdeniz University 60+ Refresher (Tazelenme) University, and the wait-list control arm comprised the second-year cohort of the same programme.

Two instruments were used. Digital literacy was assessed with the Digital Literacy Scale (score range 12 to 60), the primary outcome. Smartphone self-efficacy was assessed with the Smartphone Self-Efficacy Scale (score range 20 to 100), a secondary outcome. Both were administered at baseline (T1), immediately after the intervention (T2), and at three-month follow-up (T3). Programme satisfaction was assessed with a short questionnaire after the intervention.

The primary analysis used a baseline-adjusted linear mixed model on the full analysis set, including a group-by-baseline interaction and adjustment for age, sex, education, and marital status. Robustness was examined through several pre-specified sensitivity analyses, including per-protocol analysis, difference-in-differences, propensity-score overlap weighting, multiple imputation, and a conservative worst-case (missing-not-at-random) analysis.

+Arms and interventions

Arm	Type	Interventions	Description
Smartphone-based digital literacy training	Experimental	Behavioral: Structured smartphone-based digital literacy training	Advanced-level cohort receiving a structured smartphone training programme: 12 sessions over 6 weeks (two sessions per week, 90 to 105 minutes each), mapped to the DigComp 2.2 framework, using participants' own Android smartphones.
Wait-list control	No intervention		Second-year cohort continuing usual programme activities with the training deferred; served as the comparison group.

Structured smartphone-based digital literacy training (Behavioral): Instructor-led smartphone training delivered in 12 sessions over 6 weeks (twice weekly, 90 to 105 minutes), mapped to the DigComp 2.2 framework, using participants' own Android smartphones, a projector for demonstration, a class messaging group, and between-session practice tasks.

+Outcome measures

Primary outcomes

Change in Digital Literacy Scale (DLS) score [Baseline (T1), immediately post-intervention (approximately week 6, T2), and 3-month follow-up (T3)]: Digital literacy assessed with the Digital Literacy Scale. Scores range from a minimum of 12 to a maximum of 60. Higher scores indicate greater digital literacy (a better outcome).

Secondary outcomes

Change in Smartphone Self-Efficacy Scale (SSES) score [Baseline (T1), immediately post-intervention (approximately week 6, T2), and 3-month follow-up (T3)]: Smartphone self-efficacy assessed with the Smartphone Self-Efficacy Scale. Scores range from a minimum of 20 to a maximum of 100. Higher scores indicate greater smartphone self-efficacy (a better outcome).
Programme satisfaction [Immediately post-intervention (approximately week 6, T2)]: Participant satisfaction with the training programme, assessed with a 10-item satisfaction questionnaire. Scores range from a minimum of 10 to a maximum of 50. Higher scores indicate greater satisfaction (a better outcome).

+Eligibility

Sex: All, ages: 60 Years to any, accepts healthy volunteers

Inclusion Criteria:

* Aged 60 years or older
* Enrolled in the Akdeniz University 60+ Refresher (Tazelenme) University programme
* Owns and regularly uses an smartphone
* Able to attend the scheduled training sessions
* Provides written informed consent

Exclusion Criteria:

* Severe cognitive, visual, or hearing impairment that would prevent participation in the training

+Locations (1)

Facility	City	Country	Status
Akdeniz University 60+ Tazelenme University	Antalya	Turkey (Türkiye)

+Investigators

Gülüşan Özgün Başıbüyük, Study director, Akdeniz University