Role of cognitive prompts in video caregiving training for older adults: optimizing deep and surface learning

ABSTRACT

Enhancing the cognitive functionality of digital technology can be critical in learning complex topics like caregiving for older adults. This study examines the deployment of cognitive prompts in video-based training to optimize older adults’ cognitive information process in both deep and surface learning. The path analysis revealed the relationship among cognitive prompts, crystallized knowledge and learning outcomes showing crystallized knowledge as a significant mediator between cognitive prompts and learning outcomes. Additionally, cognitive prompts were shown to be significant in activating older learners’ prior knowledge, rendering the learning process more meaningful and purposeful for older adults.

Acknowledgments

The authors would like to thank The Center on Aging at the University of Utah for its support to this study.

Disclosure statement

No potential conflict of interest was reported by the authors.