Cognitive and gray matter volume predictors of learning across two types of casual video games in older Adults: Action vs Strategy

Video game based and other computerized cognitive interventions are generally efficacious in bolstering cognition in adults over the age of 60, though specific efficacy varies widely by intervention methodology. Furthermore, there is reason to suspect that the process of learning complex tasks like video games is a major factor underpinning training-related transfer to cognition. The current study examined the neurocognitive predictors of learning of video games, and how those predictors may differentially relate to games of different genres. Learning rates from two different types of games, one action and another strategy, were calculated for 32 older adults (mean age = 66.29 years, 65 % Female). An extensive cognitive battery as well as structural measures of regional gray matter volumes were examined to identify the cognitive and the brain structure contributors to the learning rates for each type of game. A broad leftlateralized gray matter volume construct, as well as cognitive constructs of processing speed, episodic memory and reasoning, were found to significantly predict learning of the Strategy game, but not the Action game. Additionally, this gray matter construct was found to entirely mediate the relationships between the Strategy game learning and cognition, esp. episodic memory and reasoning. The contributions of age-sensitive cognitive skills as well as related brain volumes of lateral fronto-parietal regions to Strategy video games implicate the examined game as a potential game training tool in normal aging.