授人以鱼,亦授人以渔:家庭场域中面向老年人代际学习的信息实践影响因素及行动路径研究OACHSSCD

[Purpose/Significance]Amidst accelerating population ageing and pervasive digital transformation,older adults continue to experience unequal access to and effective use of digital services,with consequences for wellbeing and social participation.Scholars have examined digital inclusion and older adults'information behavior,and a growing stream highlights intergenerational support.Yet,research has paid comparatively limited attention to intergenerational learning in the family domain as an everyday information practice,i.e.,how digital learning unfolds through routine interactions,how it is sustained(or disrupted)over time,and what socio-technical conditions shape its outcomes.Addressing this gap,this study investigates the key incident types,influencing factors,and actions of intergenerational information practices within the family domain,providing a process-oriented explanation for how such practices operate in daily life.[Method/Process]The study adopted a multi-stage qualitative design.First,a brainstorming session with 10 members generated a pool of common digital-task scenarios and interview prompts to facilitate interviewees'recall of concrete learning episodes.Next,face-to-face interviews were conducted between 6 May and 6 October 2024 using convenience sampling combined with snowball recruitment.To capture the bidirectional dynamics of family-based learning,participants were recruited in matched dyads(younger family member paired with an older family member).The final dataset comprised 22 participants:11 older adults(aged 55+)and 11 younger participants(aged 16-28).Each interview lasted 58-83 minutes.Data analysis proceeded in two complementary steps:(1)the Critical Incident Technique(CIT)was used to identify and structure"criti-cal"learning incidents;(2)grounded theory procedures(open,axial,and selective coding)were applied to derive catego-ries and theorize relationships,culminating in an integrated model.[Result/Conclusion]Key family-based intergenera-tional learning incidents clustered around four recurring themes:smart device operation,software/app use,specialized skill acquisition,and knowledge/information retrieval.Influencing factors were organized into a motivational structure driven by a"gap"between older adults'information needs and their digital literacy,which was further facilitated by self-efficacy and constrained by learning resistance(including perceived barriers on both learner and helper sides,as well as structural aspects of the digital divide).The resulting action-pathway model depicts family-based intergenerational learning as a complex,non-linear information practice comprising support mechanisms,intergenerational information interaction behaviors(e.g.,sharing,explaining/rephrasing,and proxy searching),teaching interaction elements,knowledge construction,learning experiences,and learning outcomes,with feedback loops whereby success or failure reshapes subse-quent motivation.Overall,the study advances a practice-based,processual account of intergenerational digital learning in families and offers relevant implications for designing age-inclusive digital services and support ecosystems.