Reference : The effects of gamification on computerized cognitive training : systematic review an...
Scientific journals : Article
Social & behavioral sciences, psychology : Theoretical & cognitive psychology
http://hdl.handle.net/10993/46461
The effects of gamification on computerized cognitive training : systematic review and meta-analysis
English
Vermeir, Julie F. [> >]
White, Melanie J. [> >]
Johnson, Daniel [> >]
Crombez, Geert [> >]
van Ryckeghem, Dimitri mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Behavioural and Cognitive Sciences (DBCS)]
2020
JMIR SERIOUS GAMES
8
3
e18644:234--e18644:256
Yes (verified by ORBilu)
International
2291-9279
[en] gamification ; cognition ; health ; systematic review ; meta-analysis ; BIAS MODIFICATION ; WORKING-MEMORY ; COMPLEX INTERVENTIONS ; SERIOUS GAMES ; ADOLESCENTS ; INTELLIGENCE ; BENEFITS ; FEATURES ; STRESS ; DESIGN
[en] Background: There has been a growing interest in the application of gamification (ie, the use of game elements) to computerized cognitive training. The introduction of targeted gamification features to such tasks may increase motivation and engagement as well as improve intervention effects. However, it is possible that game elements can also have adverse effects on cognitive training (eg, be a distraction), which can outweigh their potential motivational benefits. So far, little is known about the effectiveness of such applications. Objective: This study aims to conduct a systematic review and meta-analysis to investigate the effect of gamification on process outcomes (eg, motivation) and on changes in the training domain (eg, cognition), as well as to explore the role of potential moderators. Methods: We searched PsycINFO, Cumulative Index to Nursing and Allied Health Literature, ProQuest Psychology, Web of Science, Scopus, PubMed, Science Direct, Excerpta Medica dataBASE, Institute of Electrical and Electronics Engineers Xplore, Association for Computing Machinery, and a range of gray-area literature databases. The searches included papers published between 2008 and 2018. Meta-analyses were performed using a random-effects model. 0.72) and more demanding/difficult (Hedges g=-0.52) than non- or less-gamified tasks, whereas no effects on the training domain were found. Furthermore, no variables moderated the impact of gamified training tasks. However, meta-analytic findings were limited due to a small number of studies. Conclusions: Overall, this review provides an overview of the existing research in the domain and provides evidence for the effectiveness of gamification in improving motivation/engagement in the context of cognitive training. We discuss the shortcomings in the current literature and provide recommendations for future research.
http://hdl.handle.net/10993/46461
http://dx.doi.org/10.2196/18644

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