A Multi-faceted Approach to Promote Comprehension of Online Health Information Among Older Adults
Open accessAbstract
Purpose of the Study: Older adults' self-care often depends on understanding and utilizing health information. Inadequate health literacy among older adults poses a barrier to self-care because it hampers comprehension of this information, particularly when the information is not well-designed. Our goal was to improve comprehension of online health information among older adults with hypertension who varied in health literacy abilities. Design and Methods: We identified passages about hypertension self-care from credible websites (typical passages). We used a multi-faceted approach to redesign these passages, revising their content, language, organization and format (revised passages). Older participants read both versions of the passages at their own pace. After each passage, they summarized the passage and then answered questions about the passage. Results: Participants better remembered the revised than the typical passages, summarizing the passages more accurately and uptaking information more efficiently (less reading time needed per unit of information remembered). The benefits for reading efficiency were greater for older adults with more health knowledge, suggesting knowledge facilitated comprehension of information in the revised passages. Implications: A systematic, multi-faceted approach to designing health documents can promote online learning among older adults with diverse health literacy abilities.
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A cued recall protocol is common in studies involving text information learning with older adults in short learning sessions and is used as a proxy for learning.
“Such a recall-based protocol is common in studies involving text information learning [19,40,91] with older adults in short learning sessions.”
From OK Google, Let's Learn: Using Voice User Interfaces for Informal Self-Regulated Learning of Health Topics among Younger and Older Adults (2023) · cites this paper as [19]
The Methods (Procedure and Passage Memory Measures; page unavailable) describe older adults reading passages for no more than nine minutes each, then summarizing them and answering multiple-choice questions. This supports the use of recall-based measures in a short text-learning task, but the paper does not call its protocol cued recall or establish that such a protocol is common across studies. (LLM, conf=0.82)
Experimental — accuracy not yet measuredCued recall was used as a short-term proxy for learning, as typical in reading comprehension studies.
“In this study, we are using cued recall as a short-term proxy for learning, as typical in reading comprehension studies [5,19,40,91].”
From OK Google, Let's Learn: Using Voice User Interfaces for Informal Self-Regulated Learning of Health Topics among Younger and Older Adults (2023) · cites this paper as [19]
The Methods (page unavailable) describe testing passage memory immediately after reading, using multiple-choice questions and passage summaries; the Results use these measures to assess comprehension. This supports the short-term assessment of learning, but the paper does not identify its measure as cued recall or state that cued recall is typical in reading-comprehension studies. (LLM, conf=0.83)
Experimental — accuracy not yet measured
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- Authors
- Chin, J., Moeller, D. D., Johnson, J., Duwe, E. A. G., Graumlich, J. F., Murray, M. D., & Morrow, D. G.
- Affiliations
- University of Illinois Urbana-Champaign (US)
- Peoria campus of the University of Illinois System (US)
- Regenstrief Institute (US)
- Corresponding author
- Chin, Jessie
- Venue
- The Gerontologist
- Publisher
- Oxford University Press (OUP)
- Published
- 2017-03-10
- Volume
- 58
- Issue
- 4
- Pages
- 686-695
- ISSN
- 0016-9013 (ISSN-L)
- 1758-5341
- PMC
- PMC6044368
- OpenAlex
- W2594550149
- Cited by
- 28
- References
- 54
- Citations by year
- 2026: 2 · 2025: 3 · 2024: 5 · 2022: 4 · 2021: 3 · 2020: 7 · 2019: 1 · 2018: 3
- FWCI
- 4.88
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Licence
- academic.oup.com/journals/pages/open_access/funder_policies/chorus/standard_publication_model (vor)
- Locations
- The Gerontologist (publishedVersion)
- Europe PMC (PubMed Central) (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- Funders
- National Institute on Aging (R01 AG031718)
- Topics
- Health Sciences › Health Professions › General Health Professions › Health Literacy and Information Accessibility
- Social Sciences › Demography › Technology Use by Older Adults
- Health Sciences › Health Professions › General Health Professions › Patient-Provider Communication in Healthcare
- Keywords
- health literacy, older adults, online health information, hypertension self-care, comprehension, health information design, readability, reading efficiency, information retention, self-care, online learning
- MeSH terms
- Aged, Documentation, Female, Humans, Health Knowledge, Attitudes, Practice, Male, Patient Education as Topic, Self Care, United States, Education, Distance, Consumer Health Information, Health Literacy, Quality Improvement
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