Examining engagement orientations and learning profiles of older adult learners in technology-enhanced environments through the lens of cognitive dissonance theory

Abstract

This study utilizes Cognitive Dissonance Theory to investigate engagement orientations and learning profiles among 370 elderly learners in Taiwan within technology-enhanced environments. Participants were categorized into four distinct profiles—Eager, Conflicted, Indifferent, and Reluctant—based on their inclination to engage with or avoid technology using an approach-avoidance matrix. Factors like digital experience, educational background, and age were assessed to correlate with engagement orientations. Using cluster analysis and MANOVA, the study examines how age, education, and digital experience influence these profiles and overall engagement. Findings reveal that personal attributes significantly impact engagement orientations, with higher education and digital experience correlating with more proactive profiles. Tailoring interventions to these profiles can enhance the efficacy and satisfaction of older adults' learning experiences in digital settings.