Cognitive ability training games offer a digital playground for people who want to play gamified cognitive tasks to see if they can improve both their scores and cognitive abilities. This type of game has potential to be a learning environment to learn about one’s cognitive abilities and how to use them, not just a playground of repetitive gameplay. However, research has not explored this potential. Instead, companies have branded this kind of digital playground as brain training games, and researchers reacted with a focus on the question, “do they work?” and emphasis on measuring change in cognitive abilities from repetitive gameplay to answer that question. This study explored the potential for a cognitive ability training game to combine learning features with gamified cognitive tasks. It took a neurodiversity design research approach to include expressed interests from participants with neurodevelopmental conditions like autism and attention-deficit/hyperactivity disorder. Through interviews, empathy mapping, and persona construction, this study engaged participants’ expressed interests to inform design and development of learning features in a cognitive ability training game. The study blended design thinking with use of multimedia learning principles and health literacy principles to combine learning content with features based on participants’ expressed interests. Then the study engaged participants’ feedback from their observed gameplay experiences and reflections from participant journals about their gameplay. This study found that since all participants enjoyed the game’s animal characters, visuals, sounds, and progressive novelty in complexity of tasks, the game’s design strategies behind these features may be effective for engaging a wide range of learners with and without neurodevelopmental conditions. However, while some people may feel engagement from learning content about one’s abilities and lots of characters for character-driven learning features, others may simply want to access and play cognitive tasks with fewer characters and fewer learning features. Further research is needed to help identify a linear gameplay journey that is acceptable to a wider range of players and allows non-linear gameplay journeys based on one’s particular interests. Future research can explore this potential using participatory research methods that blend user experience methods with qualitative methods.