1. Seniors & Surfing - Why Not? Overview of some of the findings of research conducted on behalf of the Information Society Policy Unit at the Department of the Taoiseach in part fulfillment of the M.Sc. Econ (Policy Analysis) degree at the IPA Dublin. Dr. Albert Jordan ISPU – Department of the Taoiseach October 2007 © Albert Jordan 2007. Elements of this presentation may be re-used unaltered for not for profit uses with acknowledgement to copyright holder. Other rights reserved. Further information may be had from the author at Dr.albert.jordan@taoiseach.gov.ieDr.albert.jordan@taoiseach.gov.ie

2. Seniors & Surfing

3. Objectives

4. Seniors are not engaging 415,000 out of 468,000 seniors (aged 65 or older) in Republic of Ireland are not Internet users That’s 88.6% of seniors – or almost 9 seniors in 10!

5. Aim = Throw light on:- Do they feel the Internet has little to offer? Do they know what it CAN offer? Would they be more eager to engage if they knew more? What might most appeal to them about the Internet? What are they concerned about? What potential is there to improve senior engagement?

6. Specific Questions (6) 1. By highlighting specific aspects of the Internet to seniors can we persuade them that it is relevant to them? 2. How significant are the costs associated with Internet use to seniors? 3. What features of the Internet are most likely to appeal to seniors - what do they see as the most attractive "carrot" features or applications? 4. Do there appear to be noticeable differences in seniors views depending on their status - e.g. gender, etc.? 5. What in the opinion of seniors themselves might make Internet use a more attractive proposition for them? 6. Are there other factors that seniors themselves feel may be relevant or significant?

7. Approach / Methodology

8. Engage with seniors who are non Internet users Never Used Not used within past year (lapsed users)

9. Make up of the Research participants 62 Seniors –User status 41 (66%) never used 21 (34%) lapsed users –Gender 45 (72.6%) female 17 (27.4%) male –Age Range 65-9 (19%) 70-4 (35.5%) 75-9 (30.6%) 80-4 (7%) 85 or older (2%)

10. Two types of engagement Quantitative (questionnaire x 2) Qualitative (before & after focus groups)

11. Sampling Engaged with >60 seniors from a variety of backgrounds Drawn from Active retired Groups, library users - so not a proper random selection.

12. Conducted a before & after assessment using Qualitative & Quantitative methods. 1.Before –Assessed "off the street" their Knowledge of computers & Internet Perceptions of Internet Perceptions of relevance of Internet 2.Made an informative presentation 3.After –Assessed their perspectives again on:- Perceptions of Internet Perceptions of relevance of Internet

13. Assess Initial perspectives Questionnaire In a focus group session

14. Informative interactive presentation with Q&A Basic introduction to the Internet eMail Searching for information Examples of its use as a resource for –News –Education –Leisure & Entertainment –Business Banking Shopping Govt. Business Showed some sites known to be popular with seniors

15. Re-assess Perspectives Questionnaire Focus Group sessions

16. Analysis Questionnaires - using SPSS Focus groups - recorded on flip charts and subsequently analysed by transferring to mind maps.

17. Findings

19. 1. Throwing light helps?

20. Evidence Numbers who felt they would not use decreased after the presentation Attitudes became more positive Relevance utility scores awarded by participants increased

22. Q1 - Conclusion If the internet is presented in the right way more seniors will better appreciate what is available and will decide that the internet is for them.

23. 2. Costs = significant?

24. Evidence Costs were not cited as major concern in focus groups In questionnaires <13% rated costs as the main impediment to them using the Internet It was generally those with the lowest incomes who rated costs as more significant.

25. Q2 - Conclusion Until a significant relevance or value of the Internet to seniors is established they are not likely to spend to acquire it Certainly some are concerned about costs - for others cost was seen in terms of the expected benefits - it is really when they come to appreciate the relevance & potential benefits that cost becomes less of an issue.

26. 3. What appeals?

27. Evidence Focus Group responses Graph from questionnaires –Most appealing utility to you –League based on scores

30. Q3 - Conclusion Biggest carrots are finding information, using e-mail. Health & travel information was popular, learning was quite popular but transactional uses were not considered appealing.

31. 4. Status perspective differences?

32. Evidence Some correlation between length of ones formal education & perceived value of the Internet Having more hobbies also showed some correlation and with a more positive perception of the utility of the Internet Those who had more friends/family who were internet users rated the Internet & e-mail as more relevant.

35. Q4 - Conclusion Those who knew more about the internet had a greater appreciation of it. People who had never before used the interment had less of an appreciation of what it had to offer - and they showed a marked increase in appreciation following a presentation on what the Internet could offer them.

36. 5. What would entice?

37. Evidence 95% of the seniors interviewed for this research project said that they wanted to be good at using the Internet. Of those who gave up (lapsed users) most gave as their reason "too hard to learn" with a significant number saying "no one to train me". The KEY reason people gave for not using the Internet was "Don't have the necessary skills" - see graph.

39. Q5 - Conclusion For most - training is the key.

40. 6. Suggestions from Seniors

41. Short Answer Training is key - but it needs to be the right training.

42. Evidence One third of research participants were lapsed Internet users - 40% of them cited training or training related reasons for why they gave up. Clearly apparent that training was the key issue. When given a wide range of reasons "training" stood head & shoulders above all others. 60% of respondents rated it as the key reason for not using the Internet.

44. Q6 - Conclusion There was an overwhelming consensus on a need for training It must be the right training. –The content needs to be right –They want hands-on basics of simple uses like e-mail and information searches –They Don't need – and many don’t want - comprehensive coverage - just to be shown how to do the things they are interested in. –Delivered at the right pace. –Conveyed in a language they understand. That for most of the people I spoke to was the KEY issue

45. Overall Commentary Caution needs to be exercised in generalizing from quantitative element, but a number of messages seem clear.

46. Showing seniors practical applications of the Internet resulted in them seeing it as more relevant & more appealing. –Their expectations were exceeded –The right information presented in the right way goes a long way to change perceptions of the Internet. –Many expressed a desire to start using the Internet and attributed their change in attitude to knowing more about it - and seeing that it need not be as complex as they had feared.

47. Different things appealed to different people - but the main appeals were eMail and the attractiveness of the Internet as an information resource. To get more seniors using the Internet we need to focus on relevance awareness and on training. It is apparent that the right information presented in the right way will increase appetite amongst seniors for the Internet

48. Once the appetite is generated the next hurdle is training. This research strongly suggests that the main impediments to seniors engaging with the Internet is neither technological nor financial - the impediments are attitudinal - and can be overcome with information.

49. Key Message If we want to get more of the 415,000 non engaged Irish seniors engaged we need to do 2 things. 1.Show them it is relevant. This works. When informed and encouraged many, if not most, want to engage. 2.They will need help - in the form of training. The right training will be crucial in facilitating & enabling them to participate.

50. ? Questions?