This paper reports three exploratory empirical studies with older adults that had little or no prior experience with interactive technologies. The participants were introduced to interactive technology by playing games on touchscreens, playing in pairs with the assistance of a mentor. We focus on two principle aspects, the peer-to-peer interaction during these sessions, and the role of the mentor in progressing the sessions. In the case of peer-to-peer interaction we looked for ways in which players supported each other during interaction to assess the role of peer interaction in this context. In the case of mentoring, we examined the efficacy of a minimalist approach where verbal encouragement, suggestions or (in the last resort) intervention are used to provide support to learners. The sessions showed that learners typically could play and learn basic manipulations independently after initial help and guidance from mentors. We also found that peer interaction, both in verbal and non-verbal communication and cooperative action was broadly a positive influence within sessions, suggesting that there is a significant value in building confidence as well as in learning.

本文报告了对老年人的三项探索性实证研究，这些研究很少或没有交互技术的经验。通过在触摸屏上玩游戏，并在导师的帮助下进行配对，向参与者介绍了交互式技术。我们专注于两个主要方面，即在这些会议期间的对等交互以及指导者在会议进行中的作用。在点对点交互的情况下，我们寻找参与者在交互过程中相互支持的方式，以评估在这种情况下对等交互的作用。在指导的情况下，我们研究了一种极简主义方法的有效性，在这种方法中，通过口头鼓励，建议或（最后手段）干预为学习者提供了支持。这些课程表明，学习者通常可以在得到导师的初步帮助和指导后，独立地玩耍和学习基本的操作。我们还发现，在语言和非语言交流以及合作行动中，同伴互动在会议中具有广泛的积极影响，这表明建立信任和学习具有重要价值。