Effects of active videogames added to conventional exercise on cognitive function in older adults: a randomized trial
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Introduction: Cognitive decline in older adults negatively affects independence and health-related quality of life (HRQoL). Integrating physical and cognitive stimuli through active videogames (AVGs) may enhance the benefits of conventional physical exercise (CPE). Objective: To evaluate the effects of adding AVGs to a CPE program on cognitive function and HRQoL in community-dwelling older adults. Methodology: A controlled trial with two parallel groups was conducted. Fifty participants aged 60–84 years were randomly assigned to an intervention group (IG: CPE+AVG) or a control group (CG: CPE alone) for eight weeks (two sessions/week). Cognitive function (primary outcome) was assessed with the Montreal Cognitive Assessment (MoCA), and HRQoL (secondary outcome) with the Short Form Health Survey Version 2 (SF-12v2). Results: Both groups led to improvements across several cognitive domains; however, the IG showed significantly greater gains in language, delayed recall, and global cognitive function (all p<0.05). The proportion of participants with normal cognitive function increased by 36% in the IG (p=0.003) versus 12% in the CG (p>0.05). Compared with the CG, the IG showed significant improvements in both the physical and mental health dimensions of HRQoL (all p<0.05). Conclusions: The findings suggest that adding AVGs to CPE may enhance cognitive function and HRQoL more effectively than CPE alone. AVGs appear to be a safe, engaging, and promising adjunct to promote cognitive health and well-being in older adults.
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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 | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 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 | 0.000 |
| 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 it