An examination of the clarity of computerized cognitive training: Effect of instructions' presentation mode on intrapsychic factors

Introduction: Computerized cognitive training (CCT) is a promising and innovative solution to improve the quality of life for those experiencing age-related cognitive decline. The comprehension of instructions for CCT plays a crucial role in determining technology engagement. This study delves into the relationship between the presentation modes of CCT serious games instructions, their comprehension, and the resulting acceptability among older adults (aged over 65) without any known cognitive impairments. Methodology: In a within-subjects experimental design, two types of CCT instructions were submitted to 128 older participants (mean age 71.5, 70% female): without visual cues and with visual cues. This approach was complemented by a study of the influence of self-efficacy and technology-related anxiety on the acceptability of the games. Results: Instructions without salient visual cues were more acceptable for a complex functional game. Additionally, individuals with lower confidence in their cognitive abilities were less receptive to cognitive training, except for a highly familiar game. Conclusion: The study highlights that older individuals may prefer simpler instructions for complex functional games, suggesting a preference for reduced cognitive load. It also shows the subtle role of self-efficacy in technology acceptance, except for the most familiar games, with higher cognitive self-confidence linked to greater acceptability. It emphasizes the importance of metacognition and self-efficacy in engagement when CCT involves mobilizing cognitive resources. It points the need for simple and personalized instructions to improve acceptance of CCT, and to contribute to the development of tailor-made interventions for older people.