In an era where artificial intelligence (AI) increasingly permeates daily life, the digital divide remains stark, particularly among older adults who frequently find themselves marginalized by rapid technological advancements. This gap in digital literacy transcends mere unfamiliarity with social media platforms; it fundamentally restricts access to vital health information and services that are progressively digitized. Recognizing this challenge, researchers at George Mason University and the College of William & Mary have embarked on an ambitious project funded by a prestigious National Science Foundation (NSF) grant aimed at empowering older adults with the necessary skills to navigate and benefit from AI-driven technologies confidently.
At the heart of this initiative is Professor Y. Alicia Hong from George Mason University’s Department of Health Administration and Policy. Hong’s work centers around equipping older adults with the digital literacy required to adapt to emerging AI tools, fostering resilience within a rapidly evolving technological landscape. The premise acknowledges that technologies essential for modern living—from online banking systems to electronic health records like MyChart—require a baseline proficiency that many seniors currently lack. This deficiency not only isolates them socially but also imperils their ability to manage healthcare independently, thereby exacerbating vulnerabilities associated with aging.
The innovative aspect of Hong’s project involves a collaborative intergenerational approach. Recognizing that young people often serve as informal technology tutors in families, the project formalizes this dynamic by pairing youth with older adults in senior centers. These pairs engage with carefully constructed narrative scenarios that simulate real-world encounters with AI technology. Through these guided interactions facilitated by a bespoke web platform, participants co-create digital life stories that integrate AI tools such as ChatGPT for scriptwriting, Runway ML for image generation, Eleven Labs for producing natural-sounding audio, and Descript for multimedia editing. This methodology not only enhances technical skills but also enriches social connectedness and mutual understanding between generations.
A critical technical challenge addressed in the project is the design and deployment of an accessible, culturally sensitive web-based platform that supports independent use by older adults. To this end, Professor Yixuan (Janice) Zhang, an assistant professor in Computer Science at the College of William & Mary and co-principal investigator, brings computer science expertise to complement Hong’s public health perspective. The interdisciplinary collaboration ensures that usability testing rigorously evaluates accessibility, user interface intuitiveness, and participant engagement metrics, while also respecting diverse cultural contexts. This integration of behavioral science with computer science exemplifies a holistic approach to technology adoption among underserved populations.
Key to the project’s strategy is fostering robust AI literacy that encompasses not only technical know-how but also critical thinking about AI’s societal implications. By positioning youth as responsible tech partners who guide older adults, the initiative promotes ethical awareness encompassing privacy, security, and the biases inherent in AI systems. This bidirectional flow of knowledge cultivates a community model of learning that prioritizes safe, informed, and confident interactions with AI, addressing fears and misinformation that often deter older adults from technology use.
The project’s web platform transforms theoretical concepts of intergenerational storytelling and digital engagement into a practical, scalable toolkit for community-based organizations. By embedding AI-generated scripts, images, and audio within relatable life narratives, the technology becomes not only a learning tool but also a means of enhancing psychological well-being through storytelling and social interaction. The platform’s iterative design process, grounded in user feedback, aims to produce a polished, user-friendly interface that older adults can independently navigate, thus empowering sustained use beyond the grant period.
Financially supported through a $661,478 NSF grant spanning three years, this project represents a significant investment in bridging the digital literacy gap with a focus on AI technologies. The NSF’s endorsement aligns with its mission to advance science and engineering research while addressing societal challenges. This funding enables a rigorous research and development cycle, including usability studies, community pilot programs, and outcome evaluations designed to measure improvements in AI literacy, social connectivity, and resilience among older adults.
Hong’s research background in digital health behavioral interventions provides a critical foundation for the project’s health-focused objectives. Her expertise in implementation and dissemination science allows the study to focus on practical solutions that translate research into real-world impact. By leveraging digital technologies to optimize health services delivery, the project addresses chronic disease management and patient-centered outcomes, ultimately aiming to reduce health disparities exacerbated by digital exclusion.
Moreover, the project’s design anticipates future scalability and adaptability. Insights gained from the initial cohort of older adults and youth collaborators will inform program modifications tailored to other underserved populations facing similar barriers to digital inclusion. The emphasis on culturally sensitive evaluation metrics and adaptive educational tools ensures that the model remains relevant and effective across diverse social contexts.
This intercollegiate, interprofessional partnership between George Mason University and the College of William & Mary exemplifies a strategic allocation of knowledge and resources to address complex societal challenges. By combining expertise in public health, computer science, and community engagement, the collaboration advances a multifaceted approach that acknowledges the technical, social, and ethical dimensions of digital literacy enhancement.
Ultimately, this project seeks to redefine AI literacy education as a communal, lifelong learning process rather than a static skill set. By embedding the learning experience within meaningful storytelling and intergenerational support, it not only equips older adults to utilize emerging technologies safely and effectively but also strengthens social bonds that enhance mental and emotional well-being. The success of this initiative could serve as a blueprint for technology education programs worldwide, ensuring that no demographic is left behind in the digital age.
As AI technologies continue to evolve rapidly, initiatives such as this serve as critical interventions to promote inclusivity, accessibility, and equity. By addressing the unique challenges faced by older adults and leveraging youth engagement, the project represents a forward-thinking model that balances technological innovation with human-centered design principles. Its outcomes promise to inform a broad spectrum of future programs aimed at democratizing AI literacy and fostering a more digitally resilient society.
Subject of Research: Enhancing AI literacy and resilience among older adults through intergenerational digital storytelling and technology-based health interventions.
Article Title: Empowering Older Adults in the AI Era: Intergenerational Digital Storytelling as a Pathway to Digital Resilience
News Publication Date: Not provided
Web References:
- Y. Alicia Hong’s profile at George Mason University: https://publichealth.gmu.edu/profiles/yhong22
- Yixuan (Janice) Zhang’s profile at College of William & Mary: https://www.wm.edu/as/computerscience/people/zhang_janice.php
Keywords: Artificial intelligence, aging populations, dementia, digital literacy, AI literacy, intergenerational learning, digital health, implementation science, accessible technology, community engagement, health informatics, behavioral intervention
