Location-based augmented reality games (LBARGs) allow for interaction with the physical environment of a player. This research study investigates the representation of physically remote locations in LBARGs and the utilization of a location-sharing player’s (LSP) location to engage in gameplay in remote locations. We identified three modes, i.e., tabletop, overlay, and window, to represent a player’s location to another player not at the same location. Based on these modes, we designed a LBARG to study the impact of the different modes on spatial presence and immersion. We recruited 30 participants (n=30) for a within-subjects study. Each participant experienced the different representation modes and we evaluated their experience using quantitative as well as qualitative methods. The results show that the chosen game mode significantly impacts the players’ spatial presence. For the LBARG, we also designed a game mechanic that specifically used the physical properties of the represented remote location. The qualitative findings highlight that utilizing the physical environment helps to connect remote locations and people. Our findings can guide future game designers on how to design for spatial presence and immersion within LBARGs. • Investigated the representation of remote locations in augmented reality games. • Designed a game with three modes: tabletop, overlay, and window. • Found overlay mode enhances spatial presence and immersion. • Real-world resource collection adds engagement and physical activity. • Offers design recommendations for location-based augmented reality games.

With increased population aging, cognitive training has emerged as a popular intervention for combating age-related cognitive decline. Considering the purpose of cognitive interventions, the development of cognitive training programs typically focuses on properties that may enhance cognition, often neglecting the key element of user engagement. Consequently, many cognitive training studies have reported poor adherence and high participant attrition. To increase the likelihood of long-term cognitive benefits, there must be sustained use of the intervention (i.e., good training program adherence). Utilizing a research-through-design approach, this paper presents the design and development of a cognitive training program for older adults. Specifically, the primary focus was on outlining a conceptual framework for developing this program, which draws from gamification principles to foster motivation and enjoyment, as well as cognitive plasticity and transfer principles to foster cognitive engagement. Overall, the program encompasses gamified, adaptive, multidomain training of core executive functions (working memory, inhibitory control, and cognitive flexibility). This program will be the basis for future works exploring older adults’ experiences and preferences of cognitive training, and evaluating the efficacy of multidomain executive functions training in enhancing cognition and well-being in older age.