Refreshment Students' Perceived Usefulness and Attitudes Towards Using Technology: A Moderated Mediation Model

Global population ageing is accelerating, increasing the proportion of people aged 65+ and creating new social, health, and economic challenges. Combatting ageism and promoting active ageing have become priorities. Universities of the Third Age and 60+ Refreshment Universities in Turkey and North Cyprus aim to foster active and healthy ageing through free educational programs spanning health, languages, arts, and personal development. The COVID-19 pandemic further highlighted the importance of technology for older adults’ participation and well-being. Gerontechnology—technologies and services designed to support older adults’ health, comfort, and social participation—has gained prominence. This study focuses on Refreshment students (older adults engaged in active learning) to understand their attitudes towards using technology by examining relationships among perceived usefulness (PU), perceived ease of use (PEOU), gerontechnology self-efficacy (GTSE), and attitude toward using technology (ATUT). Addressing a literature gap concerning actively learning older adults, the study asks whether education and active learning relate to more positive attitudes and adoption of gerontechnology.

The review draws on the Technology Acceptance Model (TAM) and related frameworks. Perceived Usefulness (PU) refers to the extent to which older adults believe technology enhances daily performance. Prior findings on PU’s effect on attitudes are mixed, but many studies support positive links between PU, PEOU, and adoption. Perceived Ease of Use (PEOU) reflects the degree of effortlessness expected in using technology; PEOU generally relates positively to PU and attitudes, and may mediate the PU–attitude link. Gerontechnology Self-Efficacy (GTSE) denotes older adults’ confidence in using technologies to live independently and participate socially. Higher GTSE relates to lower anxiety, higher perceived usefulness/ease, and greater acceptance. Based on the literature, the study posits: H1: PU influences attitude toward using gerontechnology. H2: PEOU mediates the effect of PU on attitude. H3: GTSE plays a moderated mediating role in the effect of PU on attitude through PEOU, such that the mediating effect varies by GTSE level.

Design and procedure: A quantitative, cross-sectional survey with closed-ended items was administered after ethical approval (University of Kyrenia Research Ethics Committee, FSBB/07, 1/12/2022). Coordinators from Refreshment programs (2 in Turkey, 1 in North Cyprus) permitted data collection. A pilot with 40 participants ensured clarity. Convenience sampling targeted students in three universities; 450 questionnaires were distributed, 358 returned, and 318 valid responses were analyzed over four weeks. Sample and power: The target population was 1,517 students enrolled in Refreshment programs. Using Bartlett et al. (2001) formula (5% error, 95% confidence), a sample size of 306 was deemed adequate; the final valid sample (n=318) met this threshold. Participants’ mean age was 67.33; 111 men and 207 women; majority married; 50.6% had a bachelor’s degree; most were retired/pension-supported. Measures: All items used 5-point Likert scales (1=strongly disagree to 5=strongly agree). PU: 5 items (Ma et al., 2016; Guner & Acarturk, 2020). PEOU: 4 items (Davis, 1989; Venkatesh et al., 2003). ATUT: 4 items (Davis, 1989; Venkatesh et al., 2003). GTSE: 2 items (Marston et al., 2016). Control variables: age, gender, education. Analysis: AMOS 21.0 and SPSS 26.0 were used. Data screening indicated normality (skewness −1.26 to −0.59; kurtosis −0.80 to 0.34) and no serious multicollinearity (VIF 1.88–2.26). Reliability and validity were assessed via Cronbach’s alpha, composite reliability (CR), average variance extracted (AVE), and confirmatory factor analysis (CFA). Competing measurement models were compared; the four-factor model was retained. Structural equation modeling (SEM) tested direct, mediating, and moderated mediating effects.

Descriptives and reliability/validity: - Cronbach’s alpha ranged from 0.66 (GTSE) to 0.96 (PU, ATUT); CRs ≥ 0.679; AVEs ≥ 0.520, supporting reliability and convergent validity. Discriminant validity was supported (MSV<AVE; Fornell-Larcker criteria met). - Correlations: PU correlated positively with PEOU (r=0.69, p<0.05), ATUT (r=0.85, p<0.05), and GTSE (r=0.65, p<0.05). PEOU correlated with ATUT (r=0.71, p<0.05) and GTSE (r=0.60, p<0.05). Education related significantly to PU and GTSE. Measurement model fit (four-factor): χ²/df=2.58, GFI=0.92, NFI=0.96, IFI=0.97, TLI=0.97, CFI=0.98, RMSEA=0.05 (better than alternative models), indicating good fit and distinct constructs. Structural paths and effects (Table 4): - PEOU ← PU: β=0.670, S.E.=0.040, C.R.=16.751, p<0.001. - ATUT ← PEOU: β=0.438, S.E.=0.094, C.R.=4.641, p<0.001. - ATUT ← PU (direct): β=0.612, S.E.=0.042, C.R.=14.596, p<0.001. H1 supported. - Indirect effect PU→ATUT via PEOU: β=0.293, p<0.001. H2 supported. - ATUT ← GTSE: β=0.333, p<0.001. - Moderated mediation (interaction int_1=PEOU×GTSE on ATUT): β=−0.066, p=0.007. Simple slopes indicated the PU→ATUT (via PEOU) effect is stronger at low GTSE and weaker at high GTSE. H3 supported. Explained variance: R²=0.470 for PEOU; R²=0.784 for ATUT.

Findings align with the Technology Acceptance Model: older adults engaged in active learning report more favorable attitudes toward using technology when they perceive it as useful and easy to use. PEOU mediates the PU–attitude relationship, underscoring the importance of usability in shaping positive attitudes. The moderated mediation by GTSE indicates that confidence in using technology conditions the strength of the PU→PEOU→ATUT pathway: those with lower GTSE rely more on perceived ease for translating usefulness into positive attitudes, whereas those with higher GTSE show a weaker dependence on ease perceptions. These results reinforce TAM’s relevance for older adults and extend it by highlighting GTSE’s role, informing both theory and practice in gerontechnology adoption.

This study contributes evidence that among Refreshment students (actively learning older adults), perceived usefulness and ease of use are key drivers of positive attitudes toward technology, with ease of use mediating usefulness’s effect. It further shows that gerontechnology self-efficacy moderates this mediated relationship. Practically, interventions should prioritize enhancing perceived usefulness (clear benefits for daily living, connectivity, and health management), improving usability (intuitive interfaces, clear guidance, support), and bolstering GTSE (confidence-building training). Future research should compare subgroups within Refreshment programs and contrast actively learning older adults with non-participants to clarify the role of active learning in technology attitudes and adoption.

The sample comprised Refreshment University students from three programs (Kyrenia, Antalya, Izmir) and was treated as a single heterogeneous group, which may mask subgroup differences. Convenience sampling limits generalizability. The cross-sectional design precludes causal inference. Future studies should compare different Refreshment cohorts and actively learning older adults with non-participating seniors to assess the specific impact of active learning on technology attitudes and adoption.