The effects of gamification on computerized cognitive training: Systematic review and meta-analysis
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Abstract
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. RESULTS: The systematic review identified 49 studies, of which 9 randomized controlled trials were included in the meta-analysis. The results of the review indicated that research in this context is still developing and lacks well-controlled empirical studies. Gamification in cognitive training is applied to a large range of age groups and audiences and is mostly delivered at a research site through computers. Rewards and feedback continue to dominate the gamification landscape, whereas social-oriented features (eg, competition) are underused. The meta-analyses showed that gamified training tasks were more motivating/engaging (Hedges g=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.
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Three of the included studies had participants less than 18 years of age (Soveri et al. 2017; Vermeir et al. 2020; Gathercole et al. 2019), and all studies had participants who were older than 55 years of age.
“Three of the included studies had participants less than 18 years of age (Soveri et al. 2017; Vermeir et al. 2020; Gathercole et al. 2019), and all studies had participants who were older than 55 years of age.”
From Examining Working Memory Training for Healthy Adults—A Second-Order Meta-Analysis (2024) · cites this paper as Vermeir et al. 2020
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Experimental — accuracy not yet measuredThree included studies had healthy and clinical samples (Gathercole et al. 2019; Cásedas et al. 2020; Vermeir et al. 2020).
“Three studies included healthy and clinical samples (Gathercole et al. 2019; Cásedas et al. 2020; Vermeir et al. 2020).”
From Examining Working Memory Training for Healthy Adults—A Second-Order Meta-Analysis (2024) · cites this paper as Vermeir et al. 2020
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- Authors
- Vermeir, J. F., White, M. J., Johnson, D., Crombez, G., & Van Ryckeghem, D. M. L.
- Affiliations
- Queensland University of Technology (AU)
- Ghent University (BE)
- Corresponding author
- Vermeir, Julie F
- Venue
- JMIR Serious Games
- Publisher
- JMIR Publications Inc.
- Published
- 2020-08-10
- Volume
- 8
- Issue
- 3
- Pages
- e18644
- ISSN
- 2291-9279 (ISSN-L)
- PMC
- PMC7445616
- OpenAlex
- W3048708821
- Cited by
- 172
- References
- 94
- Citations by year
- 2026: 22 · 2025: 53 · 2024: 44 · 2023: 19 · 2022: 16 · 2021: 17 · 2020: 1
- FWCI
- 2.78
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- cc-by
- Locations
- JMIR Serious Games (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- QUT ePrints (Queensland University of Technology) (submittedVersion, cc-by)
- Ghent University Academic Bibliography (Ghent University) (submittedVersion, cc-by)
- Open Repository and Bibliography (University of Luxembourg) (submittedVersion, cc-by-nc-sa)
- Research Publications (Maastricht University) (submittedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Research Publications (Maastricht University) (submittedVersion, other-oa)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Social Sciences › Psychology › Applied Psychology › Digital Mental Health Interventions
- Keywords
- gamification, computerized cognitive training, motivation, user engagement, game elements, social competition, training difficulty
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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