A Generative AI Framework for Cognitive Intervention in Older Adults: An Integrated Engineering Design and Clinical Protocol.

Background: Digital exclusion is a validated risk factor for cognitive decline in older adults. Digital interventions exhibit high dropout rates due to low digital literacy, technology anxiety, and limited adaptation to individual states, resulting in limited real-world transfer. Objective: This protocol aims to present the CTC Framework (Coach-Teacher-Companion), a tri-agent generative AI system proposed for exploring the feasibility of adaptive cognitive interventions in older adults with existing digital access. The protocol provides technical architecture, feasibility-stage implementation procedures, and methodological and ethical guidelines to assist clinicians in safely applying AI-based cognitive interventions in clinical research settings. Methods: The framework integrates three AI agents (Coach, Teacher, and Companion) designed to provide behavioral, cognitive, and emotional support. The system is designed to embed cognitive exercises in daily activities, monitor emotional states, and incorporate accessibility features for age-related limitations. Implementation safeguards include digital literacy assessment (MDPQ-16), technology anxiety monitoring (CARS), emotional safety protocols, and data privacy protections. The protocol specifies a six-week feasibility study (n=14, MMSE 18-25) to evaluate usability (System Usability Scale, primary outcome), user experience (UEQ-S), psychological needs satisfaction (BPNS), emotional safety (PANAS), adherence, and preliminary cognitive outcomes (MMSE, TMT-A/B, Digit Span). Conclusions: The CTC Framework is designed to provide methodological and ethical safeguards for clinical implementation, including standardized procedures for digital literacy assessment, technology anxiety management, emotional safety monitoring, and data privacy protections. Empirical validation of the framework's feasibility and efficacy is required through future studies.