Adult learners' experiences of learning with interactive video according to technological literacy levels in the context of andragogy and ICAP framework
INTERACTIVE LEARNING ENVIRONMENTS, cilt.34, sa.2, ss.956-971, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 34 Sayı: 2
- Basım Tarihi: 2026
- Doi Numarası: 10.1080/10494820.2025.2589399
- Dergi Adı: INTERACTIVE LEARNING ENVIRONMENTS
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), INSPEC, Psycinfo
- Sayfa Sayıları: ss.956-971
- Anahtar Kelimeler: adult learners, distance learning, ICAP, interactive video, mobile literacy, third term university
- Anadolu Üniversitesi Adresli: Evet
Özet
This study examined older adults' engagement with interactive video through the ICAP framework, focusing on mobile literacy, gender differences, and self-perceptions. Data were collected from 43 participants (aged 60-78) in Anadolu University's Tazelenme University lifelong learning program. A naturalistic design was used, combining video-based behavioral coding, the Mobile Literacy Scale, and post-activity reflections. Findings showed that although all participants engaged at the active level, only 18.6% demonstrated constructive and 11.6% interactive engagement. Nearly half, however, self-reported higher engagement, indicating a perception-behavior gap. Males scored higher in mobile literacy, while females showed greater variability and stronger preferences for interactive learning. Mobile literacy was only weakly and non-significantly related to perceived efficiency (rho = .238, p = .124), suggesting it does not guarantee deeper engagement. Qualitative reflections pointed to initial anxiety eased by peer support and emphasized the social and motivational benefits of interactive video. The study concludes that interactive video enhances older adults' confidence, autonomy, and motivation, but deeper learning requires intentional scaffolding. Explicit self-explanation prompts, structured peer interaction, and mobile-literacy support can move learners from surface activity to generative engagement. The findings clarify mobile literacy's role in engagement and offer design principles for technology-supported lifelong learning.