Researchers from Jacobs University Bremen have shown that both seniors and younger people can master new tools and technologies. They also found that age shapes how people experience virtual reality, offering a nuanced picture of learning in digital worlds. The study appears in Experimental Brain Research.
There is a common belief that aging reduces the capacity to learn new skills. This idea can lead to isolation for some older adults, who may rely more on others in daily life. The new findings challenge that assumption and highlight the brain’s ongoing ability to adapt and learn, even when tasks are complex.
To explore these questions, the team used augmented reality and virtual reality tools. Participants included adults aged 60 to 84 and a younger cohort aged 18 to 35. Each person was asked to pick up a virtual object with a virtual tool while wearing VR glasses. The task required eye–hand coordination and feature recognition within a simulated environment.
Results showed that older participants sometimes needed extra time and practice, yet they ultimately performed on par with younger participants when using the virtual tool. This indicates that age does not obstruct the ability to learn how to operate new instruments in a digital setting. The brain remains flexible and capable of mastering sophisticated tasks through practice and exposure.
Yet the study also revealed clear differences in perception. Younger participants tended to regard the grasping tool as an extension of their own body, integrating it into their sense of self during the task. Older participants, by contrast, perceived the tool as an external device used to reach and grab objects. These perceptual variations provide insight into how different age groups interact with virtual interfaces and may influence training design for diverse users.
The researchers suggest that these insights can guide the development of virtual learning programs for individuals with neurological conditions. For patients recovering from strokes or managing other brain-related challenges, tailored virtual environments could support rehabilitation and skill reacquisition in a motivating, engaging way. The findings point to practical paths for improving therapy, education, and daily technology use across age groups.
As digital tools become more integrated into healthcare, education, and everyday life, understanding how age shapes interaction with virtual systems becomes increasingly important. The study from Jacobs University Bremen demonstrates that experience and repetition empower users of all ages to master new technologies, while perceptual differences can inform more inclusive design. The ongoing exploration of how brains adapt to virtual tasks promises to yield better training methods, enhanced accessibility, and greater confidence for people at every stage of life.
Notes on interpretation are provided to help readers consider how this research might translate into real-world settings, including rehabilitation facilities and home-based learning programs. The aim is to bridge the gap between laboratory findings and practical tools that improve daily functioning for older adults and younger learners alike.
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