Development of an Interactive Cognitive Training for the Elderly: A Qualitative Study

Abstract

Introduction

Age-related cognitive decline, characterized by decreases in memory, attention, and executive function, can result from various factors and significantly increases the risk of neurodegenerative diseases [1]. This cognitive decline and the onset of neurodegenerative diseases also contribute to increasing social and economic burdens. Cognitive training, which involves structured practice on tasks targeting specific cognitive functions, such as memory and attention, has emerged as a promising intervention. Such cognitive training can improve cognitive performance in older adults and may help delay or prevent cognitive decline [2]. However, despite the availability of effective cognitive training programs, their adoption among older adults remains low [3]. To address this issue, we are developing an interactive cognitive training prototype designed to enhance user motivation. The program includes tasks targeting memory, attention, and processing speed, and incorporates a motivational system to engage participants. These three cognitive abilities were selected because they are more likely to change than other cognitive abilities. This study integrates approaches from cognitive science, psychology, and computer science.

Methods

We will collect qualitative data with interview and a questionnaire from a small group of participants (n = 5) to explore their user experiences with the training and assess motivation to continue the training. The prototype will be implemented in a lab setting, using a television and a motion-detection system. Participants will interact with the program using arm movements. The memory task is designed as a memory matrix targeting visuospatial memory and short-term memory recall. Players memorize the locations of items hidden behind cabinet doors, and later follow instructions to recall and select the correct ones after the doors close. Attention is trained through a modified Stroop task, a test demonstrates the interference of a word and its color, set in a supermarket with objects in multiple colors, requiring players to respond to congruent or incongruent visual cues instructing players to quickly select the requested items. Therefore, players have to suppress automatic responses and focus on task-relevant cues, which will improve their inhibitory control of attention. Processing speed is evaluated by having participants quickly identify and respond to randomly appearing different types of insects in a garden scenario. 

Results

We anticipate the players assess motivation of the cognitive training positively and feel engaged during their play. For future studies, we expect to obtain additional relevant insights that will guide us to the further development of the training program.

References

[1] J. Kray and U. Lindenberger, “Adult age differences in task switching,” Psychology and Aging, vol. 15, no. 1, pp. 126–147, 2000. doi: 10.1037/0882-7974.15.1.126.

[2] L. Bherer, “Cognitive plasticity in older adults: effects of cognitive training and physical exercise,” Annals of the New York Academy of Sciences, vol. 1337, no. 1, pp. 1–6, Mar. 2015. doi: 10.1111/nyas.12682.

[3] S. Zhang et al., “Exploring the Discontinuous Usage Behavior of Digital Cognitive Training Among Older Adults With Mild Cognitive Impairment and Their Family Members: Qualitative Study Using the Extended Model of IT Continuance,” J Med Internet Res, vol. 27, p. e66393, Mar. 2025. doi: 10.2196/66393.