Digital skills and accessible technology: Two perspectives on digital engagement and their relations to psychosocial outcomes

Griffin, Charlotte 2024. Digital skills and accessible technology: Two perspectives on digital engagement and their relations to psychosocial outcomes. PhD Thesis, Cardiff University. Item availability restricted.

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Abstract

This thesis investigates the influence of technology on social wellbeing. The first section addresses the role of digital skills, which constitute the most robust predictor of digital engagement and a common barrier to digital inclusion. Chapter 2 presents a structural equation model developed using a large, general population sample, demonstrating that digital skills significantly predict psychosocial wellbeing outcomes, with notable variations by age and gender. However, the chapter is limited by its reliance on a digitally recruited sample. To overcome this limitation, Chapter 3 largely replicates the model using a digitally excluded cohort of older adults residing in social housing, a demographic frequently targeted by digital inclusion initiatives. This reinforces the association between digital skills and psychosocial wellbeing. The second section narrows the focus to the role of smart speakers as an example of accessibly designed, socially interactive technology. Chapter 4 provides a scoping review of existing literature on smart speakers as social companions, from which a model of parasocial relationship development is proposed. In response to concerns regarding the methodological quality of the reviewed studies, Chapter 5 presents findings from an open-ended survey capturing users’ experiences and perceptions of smart speakers. The results underscore the disproportionate benefits for specific groups, particularly older adults and individuals with limited digital skills. This chapter highlights the dual social functions such technologies can serve: facilitating interpersonal connections and providing a source of social interaction in their own right. Together, these two sections reflect the predominant strategies for addressing the digital divide. Section 1 conceptualizes digital skills as both a key predictor and barrier to engagement, whereas Section 2 underscores the potential of accessible technologies to enable engagement irrespective of skill level. Collectively, the findings contribute to the development of equitable, evidence-based approaches to enhancing digital access and its associated psychosocial benefits.

Item Type:	Thesis (PhD)
Date Type:	Completion
Status:	Unpublished
Schools:	Schools > Psychology
Date of First Compliant Deposit:	23 May 2025
Last Modified:	23 May 2025 13:13
URI:	https://orca.cardiff.ac.uk/id/eprint/178395

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