JMIR Publications

ABSTRACT

Background:

Amid the convergence of global population aging and accelerating digital transformation, older adults’ digital adaptability has emerged as a critical indicator of their quality of life, autonomy, and capacity for successful aging. However, digital disparities, technology-related anxiety, and insufficient support systems continue to hinder older individuals from fully participating in digital society. Particularly in modern family structures—where children often live apart from aging parents—the diminishing role of family support further underscores the importance of broader social influences.

Objective:

This study aims to examine how environmental factors (family support and social influence) and psychological factors (digital anxiety and sense of achievement) affect older adults' intention to use Assistive Digital Tools and Services (ADTS), and how these relationships contribute to the development of digital literacy. It also investigates the mediating and moderating mechanisms underlying these effects, offering strategic insights to support older adults in moving from social isolation to digital empowerment.

Methods:

A structured questionnaire survey was conducted among adults aged 55 and above in Shenyang, Liaoning Province, China, yielding 480 valid responses. Structural equation modeling (SEM), bootstrapping, and moderation analysis were employed to test the proposed integrative framework.

Results:

Family support did not directly predict ADTS usage intention but exerted a significant indirect effect by reducing digital anxiety, suggesting a full mediation effect. In contrast, social influence positively impacted both usage intention and digital literacy and partially compensated for the reduced emotional support in families with limited intergenerational interaction. Digital anxiety significantly suppressed usage intention, yet this effect was notably moderated by a sense of achievement; older adults who experienced achievement during digital engagement reported lower anxiety. Moreover, usage intention emerged as a key mediator between both environmental and psychological variables and digital literacy, confirming its critical role in fostering digital competence.

Conclusions:

Digital literacy is not merely a set of technical skills, but a form of psychological and social capital that enhances older adults’ autonomy, well-being, and social integration. This study highlights the importance of emotional reinforcement, motivational scaffolding, and experiential learning in promoting digital adaptation. It recommends that policymakers and practitioners develop intergenerational learning programs, community-based digital engagement models, and achievement-driven educational designs. Furthermore, the compensatory role of social influence should be leveraged to address gaps left by weakened family support structures, fostering a more inclusive and age-friendly digital society.