Effectiveness of Functional Mobile Games to Enhance Attention in Individuals with Mild Cognitive Impairment: A Study Using The Montreal Cognitive Assessment
Bibliographic record
Abstract
Purpose: This study aimed to evaluate the effects of functional games on attention in older adults with mild cognitive impairment (MCI), addressing the limited focus on specific cognitive domains in existing research.Additionally, it explored how functional games may stimulate multiple cognitive domains, contributing to overall cognitive improvement.Materials and Methods: This randomized controlled trial recruited 80 participants with MCI from April to June 2023 through outpatient visits at the Neurology Department of Incheon St. Mary's Hospital, Catholic Kwandong University, and public advertisements.Participants were randomly assigned to the treatment or control group.The treatment group engaged in functional games at least three times per week for 12 weeks.Measurements were conducted at baseline and after the intervention period.Results: Among 71 participants, improvement in the attention domain of the Montreal cognitive assessment (MoCA) was more significant in the treatment group (42.11%) than in the control group (18.18%, p=0.003).Clinical dementia rating (CDR) analysis showed a slower cognitive decline in the treatment group (p=0.033),while no significant changes were observed in mini-mental state examination scores. Conclusion:The intervention demonstrated a significant improvement in attention as measured by MoCA and a slower progression of cognitive decline as indicated by CDR, highlighting its potential effectiveness in enhancing cognitive function and mitigating cognitive decline in older adults.These findings support using such interventions as a viable strategy for cognitive improvement.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".