Adult learners generally have a positive attitude toward using multimedia in their learning process. This was shown by the feedback from various adult education courses. They find it helpful in enhancing their understanding of complex topics and retaining information better. Multimedia also helps to make learning more engaging and interactive, which is important for adult learners. Besides this, multimedia content - combined with well-fitting assignments - cares for active learning (with better and sustainable learning results).

Obstacles and problems

The problems that can occur when working with multimedia content mostly affect older learners (but can occur with all age groups). Some older adults are not familiar (enough) with technology and struggled with using digital devices and software. Additionally, we observed visual and/or auditory impairments that make it difficult to engage with certain multimedia materials. Finally, some older adults mentioned that they prefer more traditional, text-based learning materials and find it challenging to adapt to new learning methods. 

Some ideas to solve these problems

During COVID-19 and also the last time, we had some training with older adults (65+ age group). The trainer team of the EBI discussed means that can be helpful in the future to assist older people in their learning process.

Help for older adults with visual and/or auditory impairments

Visual or auditory impairments can pose challenges for older adults in accessing multimedia-based and interactive learning materials anyway. 

For individuals with visual impairments, one solution is to provide alternative formats for the materials. For example, written materials can be made available in larger print, or audio formats. Alternatively, videos or images can be described in detail to provide a more comprehensive understanding of the content. A transcript should be available for each video as a standard. 

For individuals with auditory impairments, subtitles or captions can be added to videos, and transcripts should be provided for any audio material. Additionally, sign language interpretation can be provided for videos and other multimedia materials.

In both cases, it is important to ensure that the materials are accessible and easy to use. Clear and simple instructions should be provided, and the layout of the materials should be designed in a way that is easy to navigate. Older adults with impairments may also benefit from individualized support and training to help them use digital devices and software.

Finally, it is important to recognize that older adults may have different learning preferences and needs. Some may prefer traditional, text-based materials, while others may benefit from more interactive and multimedia-based approaches. Providing a range of options and allowing learners to choose the materials that work best for them can help to ensure that older adults can learn effectively and enjoyably. This means creating redundant materials, but in any case, it is a help for older learners and additionally contributes (as an added value) to individualization.

Help older adults having trouble with their devices

In the evaluation and lessons learned (of the last Adult Education courses) with older adults we proposed several measures for the future.

• Provide clear and concise instructions
  Older adults find it difficult to navigate complex interfaces - for example in learning platforms - or figure out what certain buttons or icons mean or where to find a specific feature (“Change the language”, “Your profile”). Therefore, it is important to provide clear and concise instructions that are easy to follow.
  We also started to practice digital issues, mainly in the context with learning platforms.

• Offer personalized training
  Many older adults may benefit from one-on-one training sessions that are tailored to their specific needs and learning styles. This can be done through online tutorials, video calls, or in-person instruction.
  This was implemented in the last training courses and must be implemented even better in the future.

• Use visual aids
  Visual aids such as diagrams, infographics, and videos help older adults understand how to use their devices more effectively. They can also serve as a reference for later use.
  This is relevant for complex content as well. This insight should be an impetus to consciously use more media-based material in certain contexts. 

• Encourage practice
  Like any skill, using a device takes practice. Encourage older adults to use their devices regularly to build their confidence and competence.
  We found out, that the perception that the equipment used is enrichment and facilitation brings a significant improvement in the use of the devices. Meaningful exercises help with this context. 

• Create a supportive environment
  Learning something new can be challenging and intimidating. We created a supportive environment where older adults feel comfortable asking questions and making mistakes. Surprisingly, the older adults trusted more young people supporting them. In response to questions, we often received the answer that "young people must know better than older people because they have grown up with these devices and how to use them.

• Connect them with peers
  Many older adults benefit from connecting with others who are experiencing similar challenges - especially in training courses. We encourage them first to ask their peers (in the same active learning group). That worked satisfyingly.
  
  

Multimedia content can provide significant added value in adult education. By incorporating a range of media such as text, images, audio, and video, educators can create more engaging and interactive learning experiences. This can help to capture and maintain learners' attention, increase their motivation, and improve their retention of information.

Multimedia content can also be used to address different learning styles, making the learning process more accessible to a wider range of learners. Additionally, multimedia resources can be accessed and revisited at any time, allowing learners to review and reinforce their understanding at their own pace. Overall, the use of multimedia content in adult education can lead to more effective and efficient learning outcomes.

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About the Author

Peter Mazohl is an Austrian educator with more than 40 years of experience in the field of adult education. He is the founder and director of the EBI (European Initiative for Education), which offers a range of various training programs for adults. Mazohl is also a researcher in the field of e-learning, Blended Learning, and Flipped Learning and has published several papers on these topics.