Computer Proficiency Questionnaire: Assessing Low and High Computer Proficient Seniors

Computers and the Internet have the potential to help seniors (65+) maintain independence and enrich their daily lives. These technologies can connect them with distant family members, provide information about community and national resources, allow them to shop and conduct banking transactions from home, and support prospective memory as cognitive abilities decline (Charness & Boot, 2009). Technological solutions to prolong independence are of growing relevance as many nations face population aging, a trend in which the proportion of the population composed of older adults (65+) is rising dramatically (Lutz, Sanderson, & Scherbov, 2008). However, despite the potential benefits associated with computer and Internet use, seniors often lag behind in the adoption of technology (Czaja et al., 2006b). For example, recent data from the Pew Internet and American Life Project finds that 47% of individuals surveyed more than the age of 64 still did not use the Internet (compared with 3% of 18–29 year olds; Zickuhr & Madden, 2012), with this lack of uptake being more pronounced among those who are of lower socioeconomic status, less educated, or disabled. Attitudinal and cognitive factors have been identified as important barriers to technology adoption among seniors. To the extent that older adults perceive technology as not being beneficial and difficult to use, they do not adopt it (Melenhorst & Bouwhuis, 2004; Melenhorst, Rogers, & Bouwhuis, 2006; Mitzner et al., 2010). Poor technology design that does not take into account normative age-related changes in ability likely contributes to these perceptions (Fisk, Rogers, Charness, Czaja, & Sharit, 2009). Furthermore, Czaja and colleagues (2006b) determined that cognitive abilities (specifically fluid and crystalized intelligence), as well as computer anxiety and self-efficacy, were strong predictors of technology use. Each of these factors represents a barrier to be overcome or bypassed for seniors to fully reap the benefits of new technology. Lack of adequate training is an additional barrier with respect to technology adoption, with seniors indicating a greater willingness to use technology when training is provided (Rogers, Cabrera, Walker, Gilbert, & Fisk, 1996), and many seniors wishing they had more technology training (Mitzner et al., 2008). Facilitating efficient and effective training is an important goal to ensure that seniors can benefit from technology. Understanding initial levels of technology proficiency is an important prerequisite to achieving this goal. Compared with one-on-one technology training, group or classroom training is often ideal in terms of efficiency (and is the format offered by many senior centers, retirement communities, and assisted living facilities). However, in a series of focus group studies conducted by Mitzner and colleagues (2008), seniors indicated a strong preference for one-on-one or solitary training over group training, partly out of fear that individuals with lower proficiency would require the instructor to cover already known material (resulting in boredom and wasted time). Conversely, a class containing individuals with a range of computer proficiencies might progress too quickly for individuals with extremely low proficiency. In fact recent data from a study evaluating a community-based computer and Internet class designed for older adults indicated that an important area of needed course refinement was a method for matching the initial skill level of the course participants (Czaja, Lee, Branham, & Remis, 2012). Being able to assess initial levels of proficiency quickly and accurately allows classes to be organized with students of similar proficiencies, facilitates interactions among the trainees, and enhances trainee satisfaction with the training experience. Even in the case of individual training, knowing initial proficiency is important to ensure that a solid understanding of basic skills is present before more advanced skills are taught and to ensure that time is not wasted training what is already known. All of these issues are ultimately related to degree of learning success (Czaja & Sharit, 2012). To achieve these goals with respect to computer and Internet training, we created the Computer Proficiency Questionnaire (CPQ) to assess the computer proficiency of seniors with a range of abilities, from noncomputer users to frequent computer and Internet users. The need for a new scale arose from the fact that existing surveys of computer proficiency did not meet our research and training needs, specifically with respect to an ongoing study with a focus on training minimally proficient seniors to use computers. For example, questionnaires initially considered were deemed inappropriate because they were developed with a focus on existing computer users, included relatively technical proficiencies without direct relevance for functional independence (e.g., programming, database management, and computer terminology), or were not specifically developed and validated with an older adult sample (Bradlow, Hoch, & Hutchingston, 2002; Kay, 1993). Others were developed with data from older adults who had substantial (multiple years on average) computer experience (Arning & Ziefle, 2008). Still other instruments designed for older adults focused largely on declarative knowledge rather than ability to perform computer tasks (Sengpiel & Dittberner, 2008), and others focused on frequency of use rather than proficiency (Czaja et al., 2006a). To address these limitations, we developed the CPQ to assess proficiency across six different subscales: (a) Computer basics (6 questions), (b) printing (5 questions), (c) communication (9 questions), (d) Internet (7 questions), (e) scheduling software (3 questions), and (f) multimedia use (3 questions). The CPQ was developed in the context of a randomized clinical trial designed to assess the impact of computer and Internet access and training on the well-being of seniors with minimal computer experience. The computer system deployed in this trial was designed to support domains of computer activities predicted to improve quality of life and social support, and the questions of the CPQ were developed to assess proficiency within these same domains. More specifically, the CPQ was designed to assess proficiency with respect to potential computer-based activities to support social engagement/support (communication), information gathering (Internet), prospective memory (printing and scheduling software), and cognitive stimulation (multimedia use). In addition to these domains, the CPQ assesses basic ability to interact with a computer using various input devices (computer basics). We aimed to create an instrument to provide a detailed measure of proficiency that would identify specific areas of needed training and be easier to administer and take substantially less time compared with having older adults demonstrate proficiency in each of these areas. To this end, the 33 questions of the full CPQ are presented in a matrix format with identical response options/anchors for each question to allow users to complete the questionnaire quickly. Here we present evidence that the CPQ is a reliable and valid measure of proficiency. However, 33 questions may still take too long to administer for some training and research purposes, so we also present a short version of the CPQ (CPQ-12), which has similar properties to the full CPQ. The CPQ and CPQ-12 can be used as a tool to measure proficiency for training and research purposes. It might have other applications as well such as helping individuals decide what kind of software to purchase for a parent or for selecting where to start in training a complex piece of software.