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Published on: December 16, 2010
The effectiveness of serious games for training of attention and executive functions: a systematic review
Vincenza Tommasi1, Antonella Spinelli1, Valentina Siena1
1Cognitive and Affective Neuroscience Lab (CANLab), University of Foggia, Foggia, Italy.
Introduction:
Evidence suggests that Serious games (SG) can be effective for improving specific neuropsychological skills. This systematic review examines the effectiveness of SGs for training attention and executive functions (EFs) in children and the degree of "far transfer" from digital training to real-world academic and behavioral outcomes.
Methods:
The systematic review was conducted according to the PRISMA (2020) guidelines on Scopus, PubMed, EBSCO, and Web of Science databases. Only studies on school-aged population with a pre- and post-training assessment of attention and EFs and with a control group were included.
Results:
The screening process yielded nine relevant studies. SGs improve attention and EFs, such as working memory, cognitive flexibility and inhibition in typically developing children, as well as in children with ADHD, intellectual disabilities, behavioral disorders, autism and difficulty with inhibitory control. SGs demonstrate promising improvements primarily in near-transfer.
Discussion:
Although the immediate benefits are evident in many cases, the transfer to untrained skills (far transfer) and the long-term effects remain limited and require further investigation. Motivation and engagement were often qualitatively inferred rather than directly measured. The effectiveness data were discussed in relation to the type of neurodevelopmental deficit.
