Evidence on the effectiveness of a gamified intervention for gambling prevention problems in vocational training and...

The expansion of gambling has raised public health concerns due to its association with increased gambling-related problems. Structural characteristics of gambling products, including games design and marketing strategies, play a central role in driving greater engagement in gambling activities. This study tests the efficacy of a preventive intervention approach that promotes critical thinking by revealing deceptive design and advertising strategies, moving beyond a responsible gambling framework. A total of 395 university and vocational students were randomly assigned to either an experimental or active control intervention. Both interventions included the same content but with different methodologies. The experimental group participated in interactive activities, including games and structured group discussions. The control group received the same information through a lecture. Behavioral outcomes were measured before the intervention and at one-month follow-up, while cognitive and affective outcomes were assessed at baseline, post-intervention and at one month follow-up. Group-by-time interactions were analyzed using ANOVAs, with Generalized Linear Mixed Models (GLMMs) used as a complementary robustness test. Both interventions led to improvements over time. However, the interactive format produced significantly greater reductions in gambling severity and harm, as confirmed by both ANOVAs and GLMMs analyses. While ANOVAs also suggested additional effects on betting amount, gambling misconceptions, and increased negative attitudes toward gambling, these results were not consistently supported by the GLMMs and should be interpreted cautiously. A single 50-minute interactive preventive intervention in educational settings can foster meaningful protective changes in gambling behavior among young people. This approach shows promise as an effective preventive strategy to reduce gambling-related harms.