Understanding older adults’ experiences with technology requires attention to the temporal and contextual dimensions of learning and adoption. This study employs narrative inquiry to explore how 106 older adults tell their stories of engagement with digital technologies, focusing on challenges, milestones, and strategies for interacting with emerging AI tools.

Participants reflected on their past, present, and anticipated future technology experiences, documenting and sharing personal narratives with facilitators who guided discussion of associated emotions and learning moments. Narratives captured first encounters with digital devices or software, emotional responses during use and learning, and reflections on trust, usability, and perceived benefits.

This study demonstrates the value of storytelling and temporal mapping for understanding learning trajectories and informing design interventions that respect older adults’ pace, preferences, and cognitive needs. Analysis highlighted patterns in engagement, including key turning points, such as initial workplace exposure to technology, periods of frustration and moments of empowerment. Participants’ stories reveal how prior experiences, social networks, and mentoring support shape learning trajectories and openness to new technologies.

Findings underscore that technology adoption is non-linear and deeply contextual and emotional journey, influenced by individual, social, and environmental factors. By centring participants’ narratives, this work provides rich, context-sensitive insights for designing inclusive technology education and AI interventions that are responsive to older adults’ lived experiences.

Authors:
Estherine Goh, National University of Singapore, Singapore

About the Presenter(s)
Goh Lay Xuan Estherine is a PhD student at the National University of Singapore, focusing on the intersection artificial intelligence and technology, design and ageing in her research.

Connect on Linkedin
https://www.linkedin.com/in/estherinegoh/

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