Interactive Theatre as an Andragogical Tool: Assessing a Cybersecurity Program Across Adult Age Groups

Abstract

This study assesses an interactive theatre program developed in 2023 and redesigned in 2024 to raise cybersecurity awareness among older adults. Drawing on andragogy (Knowles 1980), geragogy (Lebel 1978), and heutagogy (Hase and Kenyon 2000), the study investigates how theatre-based education can support diverse adult learning preferences across age groups. Through a qualitative, multi-methods design using post-performance surveys with open-ended questions (N=332; n=164 in 2023, n=108 in 2024), as well as follow-up interviews (N=27; n=12 in 2023, n=15 in 2024) with audience members, we assess how instructional tools, cast composition, and presentation style affect engagement with the content. Findings show that while adults aged 60 and over prefer structured and reflective learning formats aligning with geragogical principles, younger adults gravitate toward interactive, fast-paced, and experiential elements. Crucially, both age groups responded positively to the overall theatre format, indicating its flexibility in addressing varied adult learning needs. This empirical study applies andragogical and geragogical frameworks to a theater-based, cybercrime prevention program. The findings support interactive theatre as a versatile, age-inclusive medium for public education on digital safety and cybersecurity awareness.