In the current literature, there are a number of cognitive training studies that use N-back
tasks as their training vehicle; however, the interventions are often bland, and many studies
suffer from considerable attrition rates. An increasingly common approach to increase
participant engagement has been the implementation of motivational features in training
tasks; yet, the effects of such “gamification” on learning have been inconsistent. To shed
more light on those issues, here, we report the results of a training study conducted at two …