Designing for Life: A Socioeconomic View of Digital Learning Preferences in Cybersecurity, with Emphasis on Older Adults

Abstract

As digital literacy becomes central to cybercrime prevention, we examine how adults of different ages engage with online learning, moving beyond age alone to consider additional drivers of preference. We analyzed a nationally representative U.S. adult sample (N = 1113; Nov 2024). Ordinal logistic regressions assessed associations between preferences for cybersecurity education and age, education, income, subjective well-being (SWB), and high-speed internet access. Interaction terms (e.g., age × internet access) were tested but not retained. Preferences declined with age across most tools, with the sharpest drop being for highly interactive or novel formats (VR/AR, gamification). Actor-based, non-interactive videos showed no age advantage. Education displayed selective positive links, especially for interactive features, while income was largely unrelated. SWB was a broadly enabling correlate, often with nonlinear patterns, and reliable high-speed internet was consistently aligned with stronger preferences. Overall, the model fit was moderate. Effective cybersecurity education should not rely on age-based assumptions. Designing offerings that emphasize clear purpose and ease of use, pair reliable broadband with skills supports, and account for learners’ well-being can improve engagement and potential scam resilience across age groups.