This pilot study explored whether a manualized training program could enhance older adults' computer self-efficacy and attitudes toward computers and the Internet. A total of 32 community-dwelling adults 65 years of age or older were randomly assigned to either an experimental or control group, with each group consisting of 8 women and 8 men. The experimental group received 6 weeks of training with two-hour one-on-one sessions once per week. The same training was administered to the control group upon completion of the posttest, 6 weeks after the baseline assessment, to match the procedures on all counts with the exception of training administration. The results of two ANOVAs indicated that participants within the experimental group improved significantly on both their computer self-efficacy (p < .001) and attitudinal scores (p < .001) at the posttraining assessment. No improvements were found in the control group.
以一個手冊化的訓練課程，強化高齡者電腦的自我效能與電腦態度，研究是證明有效的 可參考文獻
Internet use has become commonplace but not necessarily among
seniors. Older adults are generally able to use computers and the
Internet albeit not free of user difficulty. Indeed, seniors typically
struggle with a greater number of user errors, require a greater
amount of assistance, and consume more time accomplishing their
goals on the computer than their younger counterparts (Charness &
Bosman, 1992; Czaja, Sharit, Ownby, Roth, & Nair, 2001)
一般社會大眾的觀念而言，雖然網際網路的使用已經普及，但對於高齡者是不需要的，其認為高齡者對於網際網路的使用並無法自在的使用，這樣的觀念確實是沒錯，高齡者在使用電腦時需要大量的協助、要花較多的時間完成電腦的工作。
此段文獻點出了一般人對高齡者使用電腦的偏見，但高齡者使用電腦確實有上述的現象，這樣的現象會使高齡者不願意學習電腦的原因及不願意持續使用電腦的因素之一嗎？
Learning the basics of computer operation
enables seniors to prepare letters and myriad other documents
for rapid distribution. Additionally, this vehicle allows them to
engage in numerous activities and tasks online including socialization,
shopping, money management, and health education (Henke,
1999).
Henke, M. (1999). Promoting independence in older persons through the Internet.
CyberPsychology and Behavior, 2(6), 521–527.
學習電腦及網路的基本操作能夠使高齡者快速的處理信件及文件的收發，而這樣的管道也讓高齡者能夠從事社交活動、購物、財務管理及接受健康教育。
其說明只要高齡者能接受基本的電腦及網路的學習，電腦對高齡者就非常的有用。
Computer
self-efficacy and positive attitudes toward this technology are critical
factors in the development of computer literacy (Delcourt & Kinzie,
1993).
電腦自我效能與正向的電腦態度是發展電腦素養關鍵的因素
這段文獻可做為將來實驗測驗項目的有利文獻。
According to the social learning
theory (Bandura, 1977), the self-belief of older adults in their own
capability to perform unfamiliar tasks, such as computer and Internet
use, is critical to their success with such endeavors. The selfconfidence
to perform needed skills effectively is far different from
simply possessing the skills to perform a required task (Bandura,
1997).
根據社會學習理論，高齡者自我的信念是使其在進行電腦與網路不熟悉的任務時，能依靠自我的信心努力完成的一種信念，而有自信心的完成任務是遠不同於只是簡單的應付要求的工作。
In particular, computer self-efficacy refers to self-perceived
competence and confidence in learning computer technology
(Christian, 2000).
對參與者而言，電腦自我效能指的是對在學習電腦科技時對自我能力與信心的看法
Theorists have posited that attitudes are acquired
through experience and can be changed as related experiences
increase in number (Fishbein & Ajzen, 1975; McGuire, 1985).
理論家已證實態度可以由經驗而獲得，也可以經為經驗的增加而改變。
此點可做為高齡者在學習的過程中，其電腦的態度是會改變的
Computer training appears to positively affect seniors’ attitudes
toward computer instruction (McNeely, 1991) and intentions to use
computers in the future (Eilers, 1989).
對於電腦教學而言，電腦的訓練對高齡者的態度是有正面的影響並對其日後使用電腦的意向產生影響
故電腦的教育訓練對高齡者是有用的，但是其成效如何就要看教學與學習的情形，
Another study focused on African-American college
students who were administered the same measure as this
current research—the Computer User Self-Efficacy Scale (Cassidy &
Eachus, 2002).
電腦使用者自我效能量表
Research also shows that the attitudes of older
adults toward computer technology can be successfully manipulated
through training that provides direct and positive computer
experience (Charness, Schumann, & Boritz, 1992; Danowski &
Sacks, 1980; Dyck & Smither, 1994).
其他研究顯示，高齡者對電腦科技的態度是可以透過直接及正面的訓練經驗的提供，而成功的操弄
此文獻表示，我們只要提供其有益及正面的電腦學習經驗，就可能改變其電腦的態度，及其未來使用電腦的意向
Brief training sessions were
found to be effective at such attitudinal enhancement (Jay &
Willis, 1992; Morrell, Park, Mayhorn, & Echt, 1996).
短暫的訓練課程被發現可以增強態度
Within a
nursing home setting, older adults exhibited not only improved
attitudes toward computer use upon completion of training, but
also a gradual progression in their functional skill levels (Groves
& Slack, 1994).
在護理之家的環境中，高齡者在完整的訓練之後，不僅對電腦態度的改善，也在電腦操作上逐漸的有一定的水準
In contrast, the educational intervention presented
in this study was developed with consideration to relevant
theoretical approaches within cognitive aging research.
相對而言，本研究對高齡者的教育方案是考慮到高齡的認知研究方面相關的理論
This was done to counteract possible age-related challenges including
cognitive slowing (Salthouse, 1996), limited processing resources
(Craik, 1986; Craik & Jennings, 1992), lack of inhibition (Hasher &
Zacks, 1988; Zacks & Hasher, 1994), and sensory deficits (Baltes &
Lindenberger, 1997; Fozard, 1990).
這是與高齡相關的挑戰，包括認知緩慢、視覺退化、缺乏自制力、感覺缺失
To remain sensitive to the needs of older adults, the aforementioned factors were considered in the development of the training manual as well as the
intervention protocol and research procedures.
有鑑於高齡者的需要，上述的因素被考量，並發展相關手冊
The one-on one instructional format is a unique feature that was spurred by
the vast majority of the published research that, instead, employed a group-instruction format.
這是一個參考很多研究而發展出的一個獨一無二的一對一的教學型式以代替小組教學
Although much more economical, older adults do not typically prefer group instruction, as reported by the participants of the present study.
Consequently, seniors will undoubtedly favor the attention and dedication of a personal trainer over group training.
雖然更為經濟，高齡者傳統上並不喜歡分組教學，因此高齡者將會更喜歡個人的教師
