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Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy
Open accessAbstract
BACKGROUND: Cognitive tasks are typically viewed as effortful, frustrating, and repetitive, which often leads to participant disengagement. This, in turn, may negatively impact data quality and/or reduce intervention effects. However, gamification may provide a possible solution. If game design features can be incorporated into cognitive tasks without undermining their scientific value, then data quality, intervention effects, and participant engagement may be improved. OBJECTIVES: This systematic review aims to explore and evaluate the ways in which gamification has already been used for cognitive training and assessment purposes. We hope to answer 3 questions: (1) Why have researchers opted to use gamification? (2) What domains has gamification been applied in? (3) How successful has gamification been in cognitive research thus far? METHODS: We systematically searched several Web-based databases, searching the titles, abstracts, and keywords of database entries using the search strategy (gamif* OR game OR games) AND (cognit* OR engag* OR behavi* OR health* OR attention OR motiv*). Searches included papers published in English between January 2007 and October 2015. RESULTS: Our review identified 33 relevant studies, covering 31 gamified cognitive tasks used across a range of disorders and cognitive domains. We identified 7 reasons for researchers opting to gamify their cognitive training and testing. We found that working memory and general executive functions were common targets for both gamified assessment and training. Gamified tests were typically validated successfully, although mixed-domain measurement was a problem. Gamified training appears to be highly engaging and does boost participant motivation, but mixed effects of gamification on task performance were reported. CONCLUSIONS: Heterogeneous study designs and typically small sample sizes highlight the need for further research in both gamified training and testing. Nevertheless, careful application of gamification can provide a way to develop engaging and yet scientifically valid cognitive assessments, and it is likely worthwhile to continue to develop gamified cognitive tasks in the future.
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TL;DR
This systematic review identified 33 studies covering 31 gamified cognitive tasks and found 7 reasons researchers gamify cognitive assessment or training. Gamified tasks generally improved motivation and engagement, but evidence for improved data quality was lacking, and effects on task performance were mixed.
Key findings
- The review included 33 relevant studies and 31 gamified cognitive tasks; working memory and general executive functions were common targets for both gamified assessment and training.
- Gamified assessments were typically validated successfully, with sample intertask correlations of 0.45–0.60 in some simpler validation studies, but mixed-domain measurement was a problem.
- Gamified training appeared highly engaging and boosted participant motivation, but mixed effects on task performance were reported; 21 of 33 studies compared a gamelike task directly against a nongamified counterpart.
- The authors found no evidence that gamified tests improve data quality and some indications they may worsen it, while positive training findings were tentative due to methodological problems.
Methods
- Systematic search of PsycInfo, Medline, ETHOS, EMBASE, PubMed, IBSS, Francis, Web of Science, and Scopus using `(gamif* OR game OR games) AND (cognit* OR engag* OR behavi* OR health* OR attention OR motiv*)`, limited to English papers from January 2007 to October 2015.
- Inclusion required primary empirical research on a novel gamelike task designed to assess or train cognition and either validated or piloted; non–peer-reviewed papers, education/health-promotion/rehabilitation gamification, and non-gamelike VR/3D environments were excluded.
- Papers were screened by one reviewer (JL) in three stages, with a second reviewer (EE) rescreening 20% from the title stage onward; inter-rater agreement was moderate (k=.526, 95% CI 0.416–0.633, P<.001).
Limitations
- The paper states that the review required a narrow scope focused on cognitive training and testing, which led to some papers being excluded on the subjective basis of not being “cognitive research,” and that many included studies were preliminary, making findings tentative.
- The paper states that sample sizes were small in nearly all reviewed studies and only 5 of 33 papers described a power calculation.
- Evident from the text: many training games used only a gamified task, so the effect of gamification could not be dissociated from the intervention effect, and validation standards were heterogeneous.
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“Gamified tests were typically validated successfully”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Abstract > Results
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In the paper
“We found that working memory and general executive functions were common targets for both gamified assessment and training.”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Abstract > Results
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In the paper
“although mixed-domain measurement was a problem”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Abstract > Results
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In the paper
“mixed effects of gamification on task performance were reported”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Abstract > Results
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In the paper
“We identified 7 reasons for researchers opting to gamify their cognitive training and testing.”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Abstract > Results
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In the paper
“Three of the 6 games were very simplistic, with only a few specific game mechanics and carefully designed nongame controls, to make the effects of the game mechanics on the data as apparent as possible.”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Results > Why Do Researchers Use Gamification?
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In the paper
“we found 11 studies (8 games) that used gamification to reduce participant dropout rates over a protracted testing or training programme.”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Results > Why Do Researchers Use Gamification?
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In the paper
“Six studies cited evidence that playing video games can be cognitively beneficial and/or stimulating as a key factor in their decision to gamify.”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Results > Why Do Researchers Use Gamification?
Strength:plain· not yet calibratedCausal:conditional· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIn the paper
“Five other games were aimed at young children, and reframed the cognitive assessment as a game, to test the children under optimal mental conditions [41].”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Results > Why Do Researchers Use Gamification?
What the sources say
- Not checked yetcites [41] source
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In the paper
“Eleven tasks were gamified specifically to enhance appeal with a given age group”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Results > Why Do Researchers Use Gamification?
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- It may state two separate claims as one. 44
- Probably not a substantial claim. 19
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In the paper
“Gamified training appears to be highly engaging and does boost participant motivation”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Abstract > Results
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Our review identified 33 relevant studies, covering 31 gamified cognitive tasks used across a range of disorders and cognitive domains.”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Abstract > Results
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In the paper
“we found 16 studies that explicitly used gamified tasks to measure or train cognition in a more motivating manner, and the majority (10 of 16) of these studies were assessment studies.”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Results > Why Do Researchers Use Gamification?
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In the paper
“Heterogeneous study designs and typically small sample sizes”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Abstract > Conclusions
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In the paper
“Many of these games were used in an unobserved, nonlaboratory setting; therefore, the tasks made use of motivational features that made the training and testing intrinsically more appealing and less of a burden to perform on a regular basis.”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Results > Why Do Researchers Use Gamification?
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In the paper
“One game, Watermons [38], was designed, using Self Determination Theory [50,51], to maximize participant intrinsic motivation and make any motivational effects of game mechanics as apparent as possible.”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Results > Why Do Researchers Use Gamification?
What the sources say
Strength:plain· not yet calibratedCausal:direct· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIt may state two separate claims as one.
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In the paper
“Again, working memory was a popular target, closely followed by EF and inhibitory control training.”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Results > What Are the Application Areas of Gamification?
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In the paper
“Many games tested several cognitive domains and/or general EF, highlighting the difficulty of examining gamification effects on specific cognitive domains (and therefore comparing performance to standard cognitive tasks).”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Results > What Are the Application Areas of Gamification?
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In the paper
“It is also worth noting that the numbers of studies investigating cognitive testing (17) and training (15) were very similar”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Results > What Are the Application Areas of Gamification?
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In the paper
“General executive function (EF), attention, and inhibition were also commonly tested domains.”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Results > What Are the Application Areas of Gamification?
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“The Great Brain Experiment aimed to keep task sessions below 5 minutes in duration and found that the shortest task, the Stop Signal Task, was the most popular mini game.”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Results > Why Do Researchers Use Gamification?
Strength:plain· not yet calibratedCausal:correlational· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
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In the paper
“We found comparable numbers of games used for cognitive testing (17) and training (13), with one game that can be used for both testing and training”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Results > What Are the Application Areas of Gamification?
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In the paper
“these games tended to build simple game-archetypes, such as space invaders or whack-a-mole, around an existing cognitive task; with the goal of encouraging self-motivation, improving participant enjoyment, and even reducing test anxiety [17].”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Results > Why Do Researchers Use Gamification?
What the sources say
- Not checked yetcites [17] McPherson, J, 2007, Behav Res Methods source
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In the paper
“For example, use of exploratory factor analysis showed that Whack-a-Mole’s primary output measure was correlated with 2 of the 3 EFs of interest: inhibition (r (22)=.60, P<.001) and updating (r (22) = .35, P<.05) [33].”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Results > Does Gamification Work?
What the sources say
- Not checked yetcites [33] source
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In the paper
“Validation studies varied in their design, and some studies reported complex correlations between gamified and nongamified tasks with multiple outputs.”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Results > Does Gamification Work?
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In the paper
“There is a smaller overlap in domains covered by cognitive training tasks; test batteries tend to test a wide range of domains, whereas training focuses on 1 or 2 domains exclusively.”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Results > What Are the Application Areas of Gamification?
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In the paper
“The initial study was successful, with Space Code’s output measure correlating well with a conventional measure of processing speed (r (58)=.55, P<.001).”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Results > Does Gamification Work?
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In the paper
“The Continuous Performance Task-II detected more commission errors from the ADHD adults as expected (mean [M]=56, standard deviation [SD]=13 vs M=46, SD=10), but Retirement Party did not (M=14.4, SD=5.8 vs M=13.2, SD=4.3)”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Results > Does Gamification Work?
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In the paper
“We saw several games aimed at training and testing people with ADHD, and overall, these games appear highly engaging to users, in some cases, even increasing the time spent training.”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Discussion > Principal Results
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In the paper
“Indeed, gamification was reported as both motivational and positive by study authors and participants alike.”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Discussion > Conclusions
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In the paper
“Our review found no evidence to support that gamified tests can be used to improve data quality, either by reducing between-subject noise or by improving participant performance”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Discussion > Conclusions
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In the paper
“3D graphics were quite prevalent, as was the use of avatars, points, levels, and dynamically growing game worlds”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Discussion > Differences Between Training and Assessment Tasks
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In the paper
“In contrast, assessment games were simpler, predominantly using 2D graphics, sound effects, score, and theme to create the appearance of a game.”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Discussion > Differences Between Training and Assessment Tasks
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In the paper
“Training games typically contained many features and were similar in appearance to commercial video games.”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Discussion > Differences Between Training and Assessment Tasks
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- Rests on an assumption: Cognitive training normally requires several sessions to be effective.
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In the paper
“Papers were only included in the review on the agreement of both JL and EE.”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Methods > Screening
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In the paper
“We used Cohen K to assess inter-rater reliability of paper inclusion at the 20% data check stage (7590 papers checked). There was moderate agreement between the 2 reviewers (k=.526, 95% CI, 0.416 to 0.633, P<.001).”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Results > Search Results
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In the paper
“Furthermore, using games as a vehicle to deliver cognitive training may also be advantageous simply because video games appear to have positive effects on a number of outcomes, including working memory, attentional capacity, problem solving, motivation, emotional control, and prosocial behaviors [6].”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Introduction
What the sources say
- Not checked yetcites [6] source
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In the paper
“A second reviewer (EE) rescreened 20% of the papers from the title stage onward to ensure that no relevant papers were missed.”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Methods > Screening
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In the paper
“In a similar vein, cognitive assessment has been accused of being ecologically invalid [60].”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Results > Why Do Researchers Use Gamification?
What the sources say
- Not checked yetcites [60] source
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
None of the sources cited for this claim have been checked yet.
In the paper
“Furthermore, patients with ADHD react differently from controls to rewards and feedback: they prefer strong reinforcement and immediate feedback, as well as clear goals and objectives, all of which can easily be delivered in a gamelike environment [22,24,62].”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Results > Why Do Researchers Use Gamification?
What the sources say
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“There is good evidence that video game players outperform nongamers on tests of working memory [52] visual attention [53,54] and processing speed [55,56].”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Results > Why Do Researchers Use Gamification?
What the sources say
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This is likely due to its ease of testing and also because working memory deficit is a common symptom in many disorders.”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Results > What Are the Application Areas of Gamification?
Strength:hedged· not yet calibratedCausal:conditional· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Rests on an assumption: Working memory deficit is a common symptom in many disorders.
None of the sources cited for this claim have been checked yet.
In the paper
“As Dunbar et al explain [8], games are uniquely suited to some forms of cognitive training as they give the player freedom to make choices and experience feedback on the effects of those choices; in other words, they provide opportunities for experiential learning [61].”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Results > Why Do Researchers Use Gamification?
What the sources say
- Not checked yetcites [8] source
- Not checked yetcites [61] Kolb, D, 1984, Experiential learning: experience as the source of learning and development
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A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“the slightly smaller proportion of games used to deliver cognitive training is likely explained by the relative recency of the field.”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Results > What Are the Application Areas of Gamification?
Strength:hedged· not yet calibratedCausal:conditional· not yet calibratedTests✓ Asserted: passes✗ Checkable: fails✗ Load-bearing: fails✗ Based: failsProbably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
In the paper
“Gamification aims to increase engagement with tasks that might otherwise be perceived as demotivating [48]”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Results > Why Do Researchers Use Gamification?
What the sources say
- Not checked yetcites [48] ErikssonBMusialikMWagnerJStudent essay20120862016-07-08Gamification - Engaging the Future https://gupea.ub.gu.se/handle/2077/30037
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
In the paper
“Commercial gamification is often used to create long-term interest around a user experience, product, or event [13].”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Results > Why Do Researchers Use Gamification?
What the sources say
- Not checked yetcites [13] source
Strength:plain· not yet calibratedCausal:direct· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Broadly speaking, these were well-designed and well-powered studies, and together, they provide encouraging evidence that cognitive tests can be gamified and still be useful as a research tool.”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Results > Does Gamification Work?
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Such a performance boost resulting from gamelike elements is a disadvantage when performing cognitive assessment but is likely to be desirable in a cognitive training scenario.”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Results > Does Gamification Work?
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The fact that Space Code was thought to be a fairly pure measure in one study and then was shown to be mixed-domain in the next highlights the fact that designing gamified cognitive tasks is difficult, and multiple, well-powered validation studies may be required to ensure a task is measuring what is intended.”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Results > Does Gamification Work?
Tests✓ Asserted: passes? Checkable: unclear✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
In the paper
“Given the relatively large combined sample size of these studies (N=200), they provide good evidence that game mechanics can be included in cognitive tests without invalidating the data and with the desired effect of increasing motivation.”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Results > Does Gamification Work?
What the sources say
- Not checked yetcites [9] source
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“The dopaminergic system is thought to be abnormal in ADHD [66,67].”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Discussion > Principal Results
What the sources say
- Not checked yetcites [66] source
- Not checked yetcites [67] 1996, Mol Psychiatry
Strength:hedged· not yet calibratedCausal:correlational· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
None of the sources cited for this claim have been checked yet.
In the paper
“Gamified tasks may be valuable for assessing ADHD patients as computer games are particularly appealing to them: with rapid rewards, immediate feedback, and time-pressure being exactly the type of stimulus the ADHD brain craves [64,65].”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Discussion > Principal Results
What the sources say
- Not checked yetcites [64] Kok, A, 2002, Autism source
- Not checked yetcites [65] WebMD20122016-04-19Video Games and ADHD: What's the Link? http://www.webmd.com/add-adhd/childhood-adhd/features/adhd-and-video-games-is-there-a-link?print=true
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“The Great Brain Experiment [39] and GAME [46] both showed gamelike tasks to be appropriate for measuring and training working memory.”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Results > Does Gamification Work?
Strength:plain· not yet calibratedCausal:correlational· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIt may state two separate claims as one.
In the paper
“McNab and Dolan showing that data collected from 2 very different gamified and nongamified tasks could fit similar models of working memory capacity.”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Results > Does Gamification Work?
What the sources say
- Not checked yetcites [39] source
Strength:hedged· not yet calibratedCausal:correlational· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Children in the gamelike condition were also more engaged and enjoyed the training more, as measured by “absence time.””
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Results > Does Gamification Work?
What the sources say
- Not checked yetcites [24] source
Strength:plain· not yet calibratedCausal:direct· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIt may state two separate claims as one.
In the paper
“They found that these gamelike features increased the effect of training, reducing reaction times and switch costs, compared against a non–gamelike version of the training.”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Results > Does Gamification Work?
What the sources say
- Not checked yetcites [38] source
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“An additional consideration is that many of the studies reviewed were of a preliminary nature, and as such, the findings reported here should be considered tentative.”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Discussion > Limitations
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“thus making the participant experience less effortful and potentially reducing drop-outs in longitudinal studies.”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Discussion > Conclusions
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Tasks of this nature represent gamification at its simplest, but they were well received by users, implying that minimal gamification is better than no gamification.”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Discussion > Differences Between Training and Assessment Tasks
Strength:hedged· not yet calibratedCausal:direct· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✗ Based: failsProbably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The simplicity of gamification employed is likely due to the constant tension between creating an engaging task and the risk of undermining the task’s scientific validity: including unknown game mechanics might have deleterious effects on the data collected.”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Discussion > Differences Between Training and Assessment Tasks
Strength:hedged· not yet calibratedCausal:conditional· not yet calibratedTests✓ Asserted: passes✗ Checkable: fails✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“and served to sustain engagement over a long period.”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Discussion > Differences Between Training and Assessment Tasks
Strength:plain· not yet calibratedCausal:direct· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“papers were only included in the review on consensus from both reviewers (JL and EE), and a 20% selection check was performed by EE on papers from the title-screening stage onward.”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Discussion > Limitations
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“However, Katz et al [34] and Miranda and Palmer [36] highlight that this can be difficult balancing act, with several game mechanics having unforeseen deleterious effects on performance.”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Discussion > Principal Results
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“The results of references [9,17,18,38], show that gamified tasks can be used to improve motivation, while still maintaining a scientifically valid task.”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Discussion > Principal Results
What the sources say
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Many training games used a gamified task only, meaning the effect of gamification cannot be dissociated from the effect of the intervention.”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Discussion > Validating Gamified Tasks
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“this may improve player performance and motivation.”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Discussion > Principal Results
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Gamelike tasks may also reduce feelings of test anxiety and allow alternative interfaces to cognitive tests that would otherwise be difficult to deliver in certain populations.”
§ Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy > Discussion > Conclusions
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.
The paper relies on this without support.
Cognitive tasks are typically viewed as effortful, frustrating, and repetitive.
“Cognitive tasks are typically viewed as effortful, frustrating, and repetitive, which often leads to participant disengagement.”
The paper relies on this without support.
To the authors' knowledge, there have been no systematic reviews of gamification in cognitive research.
“To our knowledge, there have been no systematic reviews of gamification in cognitive research.”
The paper relies on this without support.
The highly repetitive nature of cognitive tasks means they are ripe for improvement.
“the highly repetitive nature of cognitive tasks means they are ripe for improvement.”
The paper relies on this without support.
Cognitive tests are typically a one-off measure, and replayability is not a requirement.
“Cognitive tests are typically a one off measure, and replayability is not a requirement.”
The paper relies on this without support.
Working memory deficit is a common symptom in many disorders.
“working memory deficit is a common symptom in many disorders.”
The paper relies on this without support.
Cognitive training normally requires several sessions to be effective.
“Cognitive training normally requires several sessions to be effective”
The paper relies on this without support.
Engagement will be the key to collecting high-quality data as cognitive research moves out of the laboratory and onto personal computers and mobile devices.
“As cognitive research begins to move out of the laboratory and onto personal computers and mobile devices, engagement will be the key to collecting high-quality data.”
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“Those authors found improvements in time management and planning/organization, and a reduction in hyperactivity symptoms in a group of students with ADHD who received an SG intervention.”
From Serious Games and Their Effect Improving Attention in Students with Learning Disabilities (2019) · cites this paper as [16]
In the citing paper
“These results are in line with previous research stating that playing videogames can increase concentration and other cognitive variables, such as processing speed or visual discrimination [12,13,14,15,16].”
From Serious Games and Their Effect Improving Attention in Students with Learning Disabilities (2019) · cites this paper as [16]
Statistics that don’t add up
Each reported p-value recomputed from its test statistic and degrees of freedom.
p-value fits an unstated one-tailed test: r (22) = .35, p < .05
MinorThe paper reports p < .05 here; recomputing from the test statistic and its degrees of freedom gives p = .094 (two-tailed). The reported value is what a one-tailed test gives, but the paper does not say near this result that a one-tailed test was used.
Reported p < .05 · recomputed p = .094
“r (22) = .35, P<.05”
p-value fits an unstated one-tailed test: r (22)=.60, p < .001
MinorThe paper reports p < .001 here; recomputing from the test statistic and its degrees of freedom gives p = .002 (two-tailed). The reported value is what a one-tailed test gives, but the paper does not say near this result that a one-tailed test was used.
Reported p < .001 · recomputed p = .002
“r (22)=.60, P<.001”
Statistics recomputed
Every reported test result, recomputed from its test statistic and degrees of freedom. A result shows as not adding up only once an independent check has confirmed it.
- Doesn’t add upr(22) = 0.6reported p < .001 · recomputed p = .002
“r (22)=.60, p < .001”
- Doesn’t add upr(22) = 0.35reported p < .05 · recomputed p = .094
“r (22) = .35, p < .05”
- Consistentr(58) = 0.55reported p < .001 · recomputed p < .001
“r (58)=.55, p < .001”
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Trapp study has conflicting publication years
MinorTable 1 dates the Trapp et al study to 2008, while its matching reference lists BMC Psychiatry 2013.
“| Trapp et al, 2008 [19] | Cognitive remediation improves cognition and good cognitive performance increases time to relapse—results of a 5-year catamnestic study in schizophrenia patients | Xcog | Training |”
“19. Trapp W Landgrebe Michael Hoesl Katharina Lautenbacher Stefan Gallhofer Bernd Günther Wilfried Hajak Goeran Cognitive remediation improves cognition and good cognitive performance increases time to relapse--results of a 5 year catamnestic study in schizophrenia patients BMC Psychiatry 2013 13 184”
Ninaus finding points to a different reference
MinorThe text attributes the working-memory performance finding to Ninaus et al but cites reference 48, which is an essay by Eriksson and colleagues. The Ninaus study is listed as reference 46.
“With Ninaus et al, presenting evidence that gamification can improve overall participant performance in a working memory training task [48]”
“48. Eriksson B Musialik M Wagner J Student essay 2012 08 6 2016-07-08 Gamification - Engaging the Future”
Citations
Cites
Ryan, R. M., & Deci, E. L. (2000) · American Psychologist · doi:10.1037//0003-066x.55.1.68 · Cited by 54,599 · cited 1×
“One game, Watermons [38], was designed, using Self Determination Theory [50,51], to maximize participant intrinsic motivation and make any motivational effects of game mechanics as apparent as possible.”
Method(1983) · Cited by 33,192
Moral Identity and Developmental Theory
Lapsley, D. K. (2015) · Human Development · doi:10.1159/000435926 · Cited by 3,843
The motivational pull of video games: a self-determination theory approach
Ryan, R. M., Rigby, C. S., & Przybylski, A. (2006) · Motivation and Emotion · doi:10.1007/s11031-006-9051-8 · Cited by 3,332 · cited 1×
“One game, Watermons [38], was designed, using Self Determination Theory [50,51], to maximize participant intrinsic motivation and make any motivational effects of game mechanics as apparent as possible.”
MethodReality is Broken Why Games Make Us Better and How They Can Change the World
(2012) · Choice Reviews Online · doi:10.5860/choice.49-6095 · Cited by 2,933 · cited 1×
“By their nature, games present users with difficult challenges to overcome and use narrative structure, complex graphics, strategic elements, and intuitive rules to engage the user [3].”
BackgroundEysenbach, G. (2005) · Journal of Medical Internet Research · doi:10.2196/jmir.7.1.e11 · Cited by 2,524 · cited 1×
“This is a particular problem for Web-based studies where participants can simply close the browser window and drop out of the study the moment they decide it is not worth their time [5].”
BackgroundIs working memory training effective? A meta-analytic review
Melby-Lervåg, M., & Hulme, C. (2013) · Developmental Psychology · doi:10.1037/a0028228 · Cited by 1,782 · cited 1×
“Cognitive training has often suffered from a lack of transferability [57-59].”
BackgroundVideo game training enhances cognitive control in older adults
Anguera, J. A., Boccanfuso, J., Rintoul, J. L., Al-Hashimi, O., Faraji, F., Janowich, J., Kong, E., Larraburo, Y., Rolle, C., Johnston, E., et al. (2013) · Nature · doi:10.1038/nature12486 · Cited by 1,666 · cited 2×
“…of treated cases with bulimia nervosa Fagundo et al, 2013 [29] Training Neuroracer Video game training enhances cognitive control in older adults Anguera et al, 2013 [30] Training Braingame Brian A pilot study of the efficacy of a computerized executive functioning remediation training with…”
BackgroundBoyle, E. A., Hainey, T., Connolly, T. M., Gray, G., Earp, J., Ott, M., Lim, T., Ninaus, M., Ribeiro, C., & Pereira, J. (2016) · Computers & Education · doi:10.1016/j.compedu.2015.11.003 · Cited by 1,133 · cited 1×
“Furthermore, using games as a vehicle to deliver cognitive training may also be advantageous simply because video games appear to have positive effects on a number of outcomes, including working memory, attentional capacity, problem solving, motivation, emotional control, and prosocial behaviors [6].”
MethodDopamine and the regulation of cognition and attention
Nieoullon, A. (2002) · Progress in Neurobiology · doi:10.1016/s0301-0082(02)00011-4 · Cited by 1,131 · cited 1×
“However, it is thought that playing video games can facilitate the release of extrastriatal dopamine, which plays a role in focusing attention and heightening arousal [68,69]; this may improve player performance and motivation.”
Background
Flagged first, then by citations
1 of the 71 references couldn’t be matched to a known paper.
Research works printed but not linked: 2
- Gamberini, L, 2010, Stud Health Technol Inform, 154, 29
- 1996, Mol Psychiatry, 1, 121
Cited by
Sorted by citations
Items 301–400 of 584
Naets, T., Vermeiren, E., Vervoort, L., Eyck, A. V., Ysebaert, M., Verhulst, S. L., Winter, B. Y. D., Hoorenbeeck, K. V., Bruyndonckx, L., Tanghe, A., et al. (2023) · Behaviour Research and Therapy · doi:10.1016/j.brat.2023.104335 · Cited by 4
Rivella, C., Bombonato, C., Pecini, C., Frascari, A., & Viterbori, P. (2024) · British Journal of Educational Technology · doi:10.1111/bjet.13470 · Cited by 8
„Kreálok valamit, csak így szavakból!” – mesterséges intelligencia és művészet az énképmérésben
Kellerwessel, K., & Ujhelyi, A. (2024) · Magyar Pszichológiai Szemle · doi:10.1556/0016.2024.00077 · Cited by 3
Can gamification improve children’s performance in mental rotation?
Zakrzewski, S., Merrill, E. C., & Yang, Y. (2025) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2024.106169 · Cited by 3
Zhou, S., Brady, B., & Anstey, K. J. (2025) · Behavior Research Methods · doi:10.3758/s13428-024-02583-1 · Cited by 3
“Gamified cognitive tasks have many benefits including increasing participant motivation and ecological validity but can introduce complexities such as a mixed-domain measure (Lumsden et al., 2016).”
Investigating the effects of a novel gamified cognitive training on adolescent mental health
Grunewald, K., Minihan, S., Andrews, J. L., Songco, A., Blakemore, S., Chau, A. K. C., Fischer, J., Fox, E., Nelissen, A. B., Raffe, W. L., et al. (2025) · Child and Adolescent Psychiatry and Mental Health · doi:10.1186/s13034-025-00917-1 · Cited by 5
“Gamification, the use of game-like features such as narrative storylines and points systems, has been reliably shown to improve both attentional engagement with training and motivation to increase training time [28].”
Carrión, V. A. L., Blumen, S., & Berbén, A. B. G. (2021) · Revista de Psicología · doi:10.18800/psico.202102.016 · Cited by 3
Phillips, C. B., McVey, A., Tian, J., Stephan, A. T., Davis, W. B., Aflagah, E., & Ross, L. A. (2023) · Frontiers in Aging · doi:10.3389/fragi.2023.1166338 · Cited by 3
“Many gamified and cognitive interventions are experiment-specific, challenging the generalizability, reproducibility, and translation of findings (Lumsden et al., 2016).”
BackgroundCarrión-Robles, F., & Espinoza-Celi, V. (2024) · Emotional and Behavioural Difficulties · doi:10.1080/13632752.2024.2407527 · Cited by 3
“In this sense, the goal of gamification is to use game features like competition, narrative, leaderboards, graphics, and other game design elements to make an otherwise boring task interesting and enjoyable (Lumsden et al. 2016)”
Validity and reliability of a digital solution for cognitive assessment: The Brain on Track®
Andias, R., Martins, A. I., Pais, J., Cruz, V. T., Silva, A. G., & Rocha, N. P. (2024) · Digital Health · doi:10.1177/20552076241287371 · Cited by 3
Shaban, A., Chang, V. I. C., & Bingham, A. (2021) · Journal of Global Information Management · doi:10.4018/jgim.20211101.oa47 · Cited by 3
Providing Life-Style-Intervention to Improve Well-Being of Elderly People
Rist, T., Seiderer, A., & André, E. (2018) · Lecture notes in computer science · doi:10.1007/978-3-319-99426-0_45 · Cited by 3
“Lumsden et al. [3] reviewed 33 studies of gamified applications for cognitive training and identified a number of different reasons for deploying game elements in cognitive training and testing, including the aim to increase the users’ motivation and long-term engagement, as well as usability,…”
How Gamification Can Strengthen a Family Business
Tomaselli, S., & Maurici, D. (2019) · doi:10.32617/370-5d7a3b3acb0c9 · Cited by 3
Margolis, A. A., Kuravsky, L. S., Artemenkov, S. L., et al. (2020) · Advances in Complex Systems · doi:10.1142/s179396232050066x · Cited by 3
User Experience and Usability: The Case of Augmented Reality
Korkut, S., Mele, E., & Cantoni, L. (2022) · Springer eBooks · doi:10.1007/978-3-030-48652-5_62 · Cited by 3
User Experience and Usability: The Case of Augmented Reality
Korkut, S., Mele, E., & Cantoni, L. (2021) · Springer eBooks · doi:10.1007/978-3-030-05324-6_62-1 · Cited by 3
Safian, N. N., Ismail, W., & Fabil, N. (2021) · Journal of Quran Sunnah Education & Special Needs · doi:10.33102/jqss.vol5no1.107 · Cited by 3
“However without enforcing and identifying the main factors to keep sustain in doing the exercises, it is difficult to increase their motivation level (Cordella et al., 2012; Lumsden et al., 2016).”
BackgroundAdolphe, M., Pech, M., Sawayama, M., Maurel, D., Delmas, A., Oudeyer, P., & Sauzeon, H. (2023) · doi:10.31234/osf.io/2wg59 · Cited by 3
The role of playfulness in gamification for health behavior motivation
Qiu, Y. (2024) · DR-NTU (Nanyang Technological University) · doi:10.32657/10356/176087 · Cited by 3
Virtual Reality and Serious Games Digital Solutions for Remote Cognitive Screening of Older Adults
Rocha, N. P., Bastardo, R., Pavão, J., & Gago, B. (2023) · Advances in game-based learning book series · doi:10.4018/978-1-6684-9166-9.ch013 · Cited by 2
Vermeir, J. F., White, M. J., Johnson, D. M., Crombez, G., & Ryckeghem, D. M. L. V. (2024) · JMIR Serious Games · doi:10.2196/50635 · Cited by 2
Potential Adverse Effects Caused by Gamification Elements in mHealth Apps
Rocha, I., & Silveira, M. S. (2024) · Journal of the Brazilian Computer Society · doi:10.5753/jbcs.2024.4310 · Cited by 1
“Lumsden et al .”
Emerging Paradigms in Non-Profit Governance
Santos, J. (2024) · Advances in logistics, operations, and management science book series · doi:10.4018/979-8-3693-3723-3.ch001 · Cited by 4
Ajana, K., Everard, G. J., Lejeune, T. M., & Edwards, M. (2025) · Technology and Health Care · doi:10.1177/09287329241296380 · Cited by 2
Kuruoğlu, R., Attwood, A. S., & Penton‐Voak, I. S. (2025) · JMIR Serious Games · doi:10.2196/65103 · Cited by 2
“Gamification methods have been used in long and repetitive cognitive tasks to improve the engagement of participants [17,18].”
A Gamified Virtual Reality Exposure Therapy for Individuals with Arachnophobia: A Pilot Study
Lopes, I. S., de Almeida, R. S., Gomes, P. V., & Marques, A. J. (2025) · Virtual Worlds · doi:10.3390/virtualworlds4020015 · Cited by 3
Video Games and Gamification for Assessing Mild Cognitive Impairment: Scoping Review
Chen, Y., Gerling, K., Verbert, K., & Abeele, V. V. (2025) · JMIR Mental Health · doi:10.2196/71304 · Cited by 3
“Research has indicated that games are more engaging than classical neuropsychological tests [32-34] and can be used to assess cognitive skills [35].”
Puértolas, B. C., Báez-Tavero, I., Corchero, L. L., Rodríguez-Ruiz, L., Cerezo-Casillas, C. E., Cosa-Aguirre, A. I., Apolo-Arenas, M. D., & Caña-Pino, A. (2025) · European Journal of Investigation in Health Psychology and Education · doi:10.3390/ejihpe15090167 · Cited by 2
“Evidence suggests that serious games can enhance cognitive engagement through real-time feedback, task repetition, and motivational elements (Lumsden et al., 2016; Primack et al., 2012).”
Schreibelmayr, S., & Mara, M. (2025) · Computers in Human Behavior Artificial Humans · doi:10.1016/j.chbah.2025.100235 · Cited by 3
Sorrentino, G., Edwards, M., Baldini, N., et al. (2025) · Journal of NeuroEngineering and Rehabilitation · doi:10.1186/s12984-025-01844-0 · Cited by 2
“Gamifying computerized cognitive assessments can improve participant engagement, while maintaining the accuracy of quantitative data collection [21].”
Jiao, M., Ding, Z., Huang, C., Xu, Y., 钟宝亮, & Chen, H. (2025) · Behavioral Sciences · doi:10.3390/bs16010040 · Cited by 3
“In recent years, there has been growing interest in the integration of gamification elements, such as rewards, progress tracking, competition, and narrative feedback into cognitive training programs (Lumsden et al., 2016; Vermeir et al., 2020).”
Videojuego para evaluar el grado de déficit de atención e hiperactividad en niños
Angarita, L. B., & Taborda, M. A. P. (2022) · Revista Virtual Universidad Católica del Norte · doi:10.35575/rvucn.n65a6 · Cited by 3
A Gamified Approach to Cognitive Assessment with Machine Learning Based Predictions
Simpson, A. I. F., An, Y., Estep, J., Saraf, A., & Raiti, J. (2022) · IEEE Global Humanitarian Technology Conference (GHTC) · doi:10.1109/ghtc55712.2022.9910615 · Cited by 2
“Gamification has been shown to be an effective method in improving motivation of participants [2], which can have positive consequences on the accuracy of cognitive tests.”
MethodE-Learning Material of Evidence-Based Medicine for Laypersons
Okabayashi, S., Kitazawa, K., Kawamura, T., & Nakayama, T. (2022) · HLRP Health Literacy Research and Practice · doi:10.3928/24748307-20221113-01 · Cited by 2
“It has been reported that gaming, as part of e-health applications, is effective for knowledge acquisition, memory, attention, processing speed promotion (Lumsden et al., 2016), implementation motivation, usage satisfaction, and self-efficacy (Sardi et al., 2017).”
BackgroundDesigning and Evaluating MahjongBrain: A Digital Cognitive Assessment Tool Through Gamification
Yang, J., Jiang, R., Ding, H., Au, R., Chen, J., Li, C., & An, N. (2023) · Lecture notes in computer science · doi:10.1007/978-3-031-48041-6_19 · Cited by 2
Memoria de trabajo en los aprendizajes. Una revisión sistemática
Chombo, J. E. P., Valverde, J. A. M., & Albornoz, V. C. (2024) · Horizontes Revista de Investigación en Ciencias de la Educación · doi:10.33996/revistahorizontes.v8i32.737 · Cited by 6
Jablonská, M., Fajnerová, I., & Nekovářová, T. (2024) · Cyberpsychology Journal of Psychosocial Research on Cyberspace · doi:10.5817/cp2024-4-4 · Cited by 2
Digital Interventions for Attention Deficit/Hyperactivity Disorder
Marten, L., Kaiser, A., & Häge, A. (2024) · Integrated science · doi:10.1007/978-3-031-76414-1_11 · Cited by 2
Redhead, E. S., Rolfe-Tarrant, J., Wood, A. P., & Parker, M. O. (2025) · Behavioural Processes · doi:10.1016/j.beproc.2025.105152 · Cited by 3
Gamification in Adult Learning
Gül, A., & Uz-Bilgin, C. (2020) · Advances in higher education and professional development book series · doi:10.4018/978-1-7998-1306-4.ch022 · Cited by 3
Ellis, D. A. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108671408.003 · Cited by 2
Using a Serious Game to Assess Spatial Memory in Children and Adults
Loachamín-Valencia, M., Juan, M. ‐., Méndez-López, M., & Pérez-Hernández, E. (2018) · Lecture notes in computer science · doi:10.1007/978-3-319-76270-8_55 · Cited by 2
“[50] mentioned some of the positive aspects that are related to the purpose of the assessment which include the following: the active involvement of the user and motivation; clearly determined goals; and the reduction of anxiety suffered during a testing session.”
BackgroundGamification of Cognitive Rehabilitation
Dobosz, K., Dobosz, M., & Wojaczek, M. (2018) · Lecture notes in computer science · doi:10.1007/978-3-319-94277-3_44 · Cited by 2
Godwin, K. E., Lomas, D., Koedinger, K. R., & Fisher, A. V. (2018) · Advances in game-based learning book series · doi:10.4018/978-1-5225-7461-3.ch006 · Cited by 2
Duenser, A., Smith, D., Freyne, J., Gilleran, E., de Salas, K., & Cinis, H. (2018) · Australian Conference on Computer-Human Interaction (OzCHI) · doi:10.1145/3292147.3292166 · Cited by 2
ADAPTION OF THE GAMIFICATION HEXAD PLAYER TYPES AND COGNITIVE AWARENESS IN AN ENGINEERING STUDENT
Zakaria, Z., & Rosli, D. I. (2019) · Humanities & Social Sciences Reviews · doi:10.18510/hssr.2019.7572 · Cited by 2
Semi-Invasive System for Detecting and Monitoring Dementia Patients
Yamsanwar, Y., Patankar, A., Kulkarni, S., et al. (2019) · IEEE International Conference for Convergence in Technology (I2CT) · doi:10.1109/i2ct45611.2019.9033587 · Cited by 2
“Lumsden et al review literature on the use of computer games to conclude that careful applicat ion of gamification can lead to valid cognitive assessments[19].”
BackgroundCognitive Screening Instruments for Community-Dwelling Older Adults: A Mapping Review
Bastardo, R., Pavão, J., Martins, A. I., Silva, A. G., & Rocha, N. P. (2022) · Lecture notes in networks and systems · doi:10.1007/978-3-030-93677-8_47 · Cited by 2
A Configurable Serious Game for Inhibitory and Interference Control
Chabbi, H., Ingram, S., Hofmann, F., Ngyuen, V., & Khazaal, Y. (2022) · Lecture notes in computer science · doi:10.1007/978-3-031-05637-6_32 · Cited by 2
Using Mean Pupil Diameter Change to Analyze Behavioral Performance in Multitasking Training Game
Qiao, H., Tahara, A., Nakphu, N., & Iramina, K. (2022) · Annual International Conference of the IEEE Engineering in Medicine and Biology Society (EMBC) · doi:10.1109/embc48229.2022.9871751 · Cited by 2
“Cognitive training games generally involve working memory, attention, decision making, inhibitory control, and executive function[3].”
BackgroundNappo, R., Simeoli, R., Cerasuolo, M., Napolitano, J. R., Ciaramella, F., Giugliano, M. M., & Rega, A. (2022) · IEEE International Conference on Metrology for eXtended Reality, Artificial Intelligence and Neural Engineering (MetroXRAINE) · doi:10.1109/metroxraine54828.2022.9967689 · Cited by 3
“Specifically, these tasks are defined as serious games (i.e., games designed with a primary goal other than entertainment) [28] and may provide a possible solution to difficulties related to cognitive assessment, making it funnier and easier [29].”
BackgroundCOMPETITIVE TEAM ENVIRONMENTS AND STUDENT LEADER CAPACITY GROWTH
Rosch, D. M., Allen, S. J., Jenkins, D. M., & Pickett, M. L. (2022) · Journal of Leadership Education · doi:10.12806/v21/i2/r1 · Cited by 2
Smirnov, A. A., Smirnov, D. A., & Solovyeva, E. V. (2023) · Perspectives of science and education · doi:10.32744/pse.2023.5.28 · Cited by 2
The development of soft skills among students during a business game
Vinichenko, M. V., Melnichuk, A. V., & Makushkin, S. A. (2020) · International Conference on Higher Education Advances (HEAd) · doi:10.4995/head20.2020.11047 · Cited by 2
“They seek to solve this problem through the use of gaming techniques, the gamification of education (Marti-Parreno et al, 2016; Lumsden et al, 2016; Vinichenko et al, 2019), and the use of coaching (Dunbar, 2019).”
BackgroundPersonality and Individual Differences
Ellis, D. A. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108671408.006 · Cited by 2
Pedersen, M. K., Díaz, C. M. C., Wang, Q. J., et al. (2021) · doi:10.31234/osf.io/m6awp · Cited by 2
Robison, M. K. (2023) · doi:10.31234/osf.io/n6p8d · Cited by 2
Brand, L. E. S., Huiting, R. L., Booy, H., Blom, J. H. A., & Birk, M. V. (2020) · Annual Symposium on Computer-Human Interaction in Play · doi:10.1145/3383668.3419880 · Cited by 1
“Lumsden et al. [19] found that gamified training appears to be highly engaging and boosts participants' motivation, but not their performance.”
BackgroundResultFialho, M. B., de Souza, E. R., & Alves, M. M. (2021) · Ciencias Psicológicas · doi:10.22235/cp.v15i2.2393 · Cited by 1
“Another aspect to be considered is whether the attractiveness and similarities to games of computer-based testing enables the release of dopamine, improving attention levels, thus masking attention deficit (Dovis, Van der Oord, Wiers & Prins, 2011; Lumsden et al., 2016).”
BackgroundResultInfluentialKamenskaya, V. G., & Татьянина, Е. В. (2024) · Experimental Psychology (Russia) · doi:10.17759/exppsy.2024170203 · Cited by 1
Fu, W. L., Fischer, N. L., Kalaivanan, K., Ong, G. S. T., Oh, A. J., Tripathi, S., Ellefson, M. R., Seow, P., Teo, C. L., & Hung, D. W. L. (2024) · Lecture notes in computer science · doi:10.1007/978-3-031-74138-8_10 · Cited by 1
Levelling up the study of animal gameplay
Clark, F. E. (2025) · Neuroscience & Biobehavioral Reviews · doi:10.1016/j.neubiorev.2025.106016 · Cited by 3
Hou, F., Liu, H., Bai, Y., Peng, B., Chen, G., Zhang, Y., Wu, D., Fu, T., Hu, L., & Li, J. (2025) · BMJ Open · doi:10.1136/bmjopen-2024-092339 · Cited by 1
“32 33 35 41 Despite GIs being considered promising evidence-based practices (EBPs) to reduce postdischarge suicide, there are challenges that should be addressed.”
Zhang, Z., Huang, Y., Wang, M., & Fan, M. (2025) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/3706598.3714166 · Cited by 1
“However, these technologies present challenges, including data overload, privacy concerns [87], and questions about the reliability and quality of collected data [40, 56].”
Bueno, M. L. P., Schippers, A., Kazlauskaitė, M., Brito, J., Campos, J., Vera, L., Stilwell, D., Martinho, C., Herrera, G., Costescu, C. A., et al. (2025) · Communications in computer and information science · doi:10.1007/978-3-031-94156-6_12 · Cited by 1
Mistarz, N. T., Knudsen, L. V., Mejldal, A., Andersen, K., Goudriaan, A. E., Skøt, L., Michel, T. M., & Mellentin, A. I. (2025) · JMIR Mental Health · doi:10.2196/67167 · Cited by 2
Gibbs-Dean, T., Katthagen, T., Hu, R., Westwater, M. L., Spencer, T. J., & Diederen, K. M. J. (2025) · npj Mental Health Research · doi:10.1038/s44184-025-00146-6 · Cited by 1
Pas, M. T., Adelaars, S., Bouwman, R. A., Kessels, R. P. C., Rikkert, M. G. M. O., van de Kerkhof, D., Oosterbos, E., & Buise, M. P. (2025) · PLOS Digital Health · doi:10.1371/journal.pdig.0001005 · Cited by 1
“[11] Introducing gamification into cognitive screening possibly offers promising, self-administrable an alternative to traditional methods.”
The impact of gamification approach on students’ mathematical critical thinking: A meta-analysis
Mandala, A. S., Hidayah, I. R., Hamidah, D., Pranyata, Y. I. P., & Fauziah, F. (2025) · AIP conference proceedings · doi:10.1063/5.0290421 · Cited by 1
Welhaf, M. S., Meier, M. E., & Kane, M. J. (2025) · Behavior Research Methods · doi:10.3758/s13428-025-02798-w · Cited by 5
“One way to improve engagement, without sacrificing validity, is to gamify tasks by presenting more real-life scenarios or interesting stimuli (Lumsden et al., 2016).”
Pumpho, A., Boonsinsukh, R., Srisim, K., Kaewsanmung, S., Suwannarat, P., & Keawduangdee, P. (2025) · Frontiers in Psychology · doi:10.3389/fpsyg.2025.1633043 · Cited by 2
Ketelhut, S., Brand, R., Hug, D., Mueller, F., & Martin‐Niedecken, A. L. (2025) · Sports Medicine - Open · doi:10.1186/s40798-025-00922-w · Cited by 1
“Various test publishers and companies are already using gamification to develop robust psychometrics, enhancing the validity of assessments [19, 20].”
Kasatkina, N. N. (2025) · Russian Journal of Education and Psychology · doi:10.12731/2658-4034-2025-16-5-921 · Cited by 1
Lee, C.-Y., Lee, C., Lai, H.-Y., Chen, P.-J., Chen, M.-M., & Yau, S. (2026) · Medical Education Online · doi:10.1080/10872981.2026.2614233 · Cited by 6
“Such variability is common in complex educational interventions and may be pedagogically informative [32].”
Supporting First-Year Chemistry Undergraduates in Data Analysis through a Gamified Excel Escape Room
Perry, S. C. (2026) · Journal of Chemical Education · doi:10.1021/acs.jchemed.5c01679 · Cited by 2
Qian, Y., Schwartz, A. M., Zhang, Y., Kramer, A. F., Lopes, A. D., & Chukoskie, L. (2026) · Frontiers in Dementia · doi:10.3389/frdem.2026.1768487 · Cited by 1
Cravet, E., & Usai, M. C. (2026) · Learning and Instruction · doi:10.1016/j.learninstruc.2026.102415 · Cited by 1
Gamification in Dementia and Mild Cognitive Impairment
Simões-Silva, V., Gregório, S. A. M., Luz, T. D. T. M., Lapa, A. F. C. C., & Marques, A. J. (2020) · Advances in medical technologies and clinical practice book series · doi:10.4018/978-1-7998-7472-0.ch008 · Cited by 1
Nabors, L., Adabla, S., Paul, A., & Toledano‐Toledano, F. (2021) · Springer series on child and family studies · doi:10.1007/978-3-030-81728-2_11 · Cited by 1
(Neurobiology of) Dementia: Causes, Presentation, and Management
Bensamoun, D., Mouton, A., Ettore, É., Robert, P. H., & David, R. (2017) · Mental health and illness worldwide · doi:10.1007/978-981-10-2414-6_7 · Cited by 1
Applying the Nominal Group Technique for the Conceptual Validation of ehealth Solutions
Rosa, A. F., Martins, A. I., Cerqueira, M., Santos, M., Silva, A. G., & Rocha, N. P. (2023) · Procedia Computer Science · doi:10.1016/j.procs.2023.01.407 · Cited by 2
Serious Games and the Cognitive Screening of Community-Dwelling Older Adults: A Systematic Review
Bastardo, R., Pavão, J., Gago, B., et al. (2024) · Lecture notes in networks and systems · doi:10.1007/978-3-031-45648-0_39 · Cited by 1
Facilitating Seamless Integration of Game-based Assessments in Medical Education
Shrivastava, S. R., Bobhate, P. S., Petkar, P. B., Tiwade, Y. R., & Badge, A. K. (2024) · Contemporary Clinical Dentistry · doi:10.4103/ccd.ccd_33_24 · Cited by 1
“[5,6] In addition, these assessments can also be used to present complex clinical cases to the students, which in turn acts as a platform for students to develop critical thinking and problem‑solving skills.”
BackgroundInfluentialSeent: Interfacing Gamified Olfactory Training
Qin, L. (2024) · ACM Symposium on User Interface Software and Technology (UIST) · doi:10.1145/3672539.3686356 · Cited by 1
Contreras-Somoza, L. M., Toribio-Guzmán, J. M., Irazoki, E., Viñas-Rodríguez, M. J., Gil-Martínez, S., Castaño-Aguado, M., Lucas-Cardoso, E., Parra−Vidales, E., Bartolomé, M. V. P., & Franco, M. (2024) · Health Informatics Journal · doi:10.1177/14604582241295938 · Cited by 2
Wearable Tactile Display of Softness for Virtual Reality-Based Cognitive Rehabilitation
Frediani, G., & Carpi, F. (2024) · Lecture notes in bioengineering · doi:10.1007/978-3-031-77318-1_19 · Cited by 1
Fadrigon, B. H., Tseng, A., Weisenburger, R. L., Levihn‐Coon, A., McNamara, M. E., Shumake, J., Smits, J. A. J., Dennis‐Tiwary, T. A., & Beevers, C. G. (2024) · Contemporary Clinical Trials · doi:10.1016/j.cct.2024.107797 · Cited by 3
Elusive Gains of Cognitive Training: Limited Effects on Neural Activity Across Sessions
Juras, L., Vranić, A., & Hromatko, I. (2024) · Brain Sciences · doi:10.3390/brainsci15010022 · Cited by 1
UnnMindFlex: Harnessing Aerobic Exercise for Personalized Cognitive Growth
Olawuwo, S., Viakhireva, V., Kassaw, C., & Демарева, В. (2025) · Communications in computer and information science · doi:10.1007/978-3-031-96177-9_16 · Cited by 1
Evaluating Usability of Serious Games for Therapeutic Purpose: A Study of ASAH-i
Zaki, N. A. A., Wook, T. S. M. T., & Ahmad, K. (2018) · International Journal on Advanced Science Engineering and Information Technology · doi:10.18517/ijaseit.8.6.6428 · Cited by 1
Assessment and assisted training software for ADHD.
Somma, F., & Rega, A. (2019) · Cited by 3
Combined Approach to Diagnose ADHD: Gamifying Conners Rating Scale
Khaleghi, A., Heydari, F., Takhttavani, M., Haedar, H., & Nezhad, A. S. (2020) · Advances in intelligent systems and computing · doi:10.1007/978-3-030-49932-7_77 · Cited by 2
The Use of Gamification in Social Phobia
Simões-Silva, V., Maravalhas, V., Cunha, A. R., Soares, M. I., & Marques, A. J. (2020) · Advances in medical technologies and clinical practice book series · doi:10.4018/978-1-7998-7472-0.ch009 · Cited by 1
Kimura, K., & Moussavi, Z. (2021) · Neuroscience Insights · doi:10.1177/2633105520988861 · Cited by 1
The Application of Gamification in the Medical Activity in Romania: A Perspective of Doctors
Ciornei, C. (2021) · Lecture notes in networks and systems · doi:10.1007/978-3-030-68466-2_11 · Cited by 1
Minihan, S., Songco, A., Andrews, J. L., Grunewald, K., Werner‐Seidler, A., Blakemore, S., Christensen, H. M., Fox, E., Goodyer, I. M., Raffe, W. L., et al. (2022) · Wellcome Open Research · doi:10.12688/wellcomeopenres.17441.1 · Cited by 1
“Gamification offers a medium that captures the attention of young people, with meta-analytic evidence showing that gamification reliably encourages both attentional engagement and motivation to increase rates of training (Lumsden et al., 2016).”
BackgroundJak identifikovat mimořádně nadané děti objektivně a zábavně? Pomocí diagnostického systému Invenio
Institut pro psychologický výzkum Fakulty sociálních studií Masarykovy univerzity, C. R., Jabůrek, M., Portešová, Š., Straka, O., & Palíšek, P. (2023) · E-psychologie · doi:10.29364/epsy.472 · Cited by 1
Fernandes, I. T. G. P., Leoni, E. A., Caetano, S. A., Magalhães, P. R., Flores, P. C. B., de Souza, L. N., Torres, L. S., Ferreira, M. Z. J., Florentino, A. D. O., do Nascimento, A. L., et al. (2023) · Global Clinical Research Journal · doi:10.5935/2763-8847.20210048 · Cited by 1
Vorreuther, A., Tagalidou, N., Lingelbach, K., Hubert, A., Bareiß, L., Nittel, T., Ristau, M., & Vukelić, M. (2026) · Brain and Behavior · doi:10.1002/brb3.71249 · Cited by 1
“Gam-ified, home-based systems that promote intrinsic motivation through personalized, immersive scenarios represent a promising direction (Keshavan et al. 2014 ; Lumsden et al. 2016 ).”
Social Interaction and Interpersonal Relationships
Ellis, D. A. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108671408.005 · Cited by 1
Metadata
- Authors
- Lumsden, J., Edwards, E. A., Lawrence, N. S., Coyle, D., & Munafò, M. R.
- Affiliations
- University of Bristol (GB)
- Queen Mary University of London (GB)
- University of Exeter (GB)
- University College Dublin (IE)
- Corresponding author
- Lumsden, Jim
- Venue
- JMIR Serious Games
- Publisher
- JMIR Publications Inc.
- Published
- 2016-07-15
- Volume
- 4
- Issue
- 2
- Pages
- e11
- ISSN
- 2291-9279 (ISSN-L)
- PMC
- PMC4967181
- OpenAlex
- W2465353856
- Semantic Scholar
- 4f2c6684a94d57d5dc731e41341a6b0109778428
- Cited by
- 555
- References
- 71
- Citations by year
- 2026: 57 · 2025: 77 · 2024: 74 · 2023: 52 · 2022: 61 · 2021: 56 · 2020: 70 · 2019: 43 · 2018: 37 · 2017: 22 · 2016: 6
- FWCI
- 6.76
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- cc-by
- Locations
- JMIR Serious Games (publishedVersion, cc-by)
- Europe PMC (PubMed Central) (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- Open Research Exeter (University of Exeter) (acceptedVersion)
- Arrow@dit (Dublin Institute of Technology) (submittedVersion)
- Bristol Research (University of Bristol) (submittedVersion, other-oa)
- Research Repository UCD (University College Dublin) (submittedVersion, cc-by-nc-nd)
- Funders
- Wellcome Trust (092731)
- United Kingdom Clinical Research Collaboration
- Cancer Research UK
- National Institute for Health and Care Research (NIHR-IPF-16-10-04)
- British Heart Foundation
- University of Bristol (092731, MC_UU_12013/6)
- Medical Research Council (MC_UU_12013, MR/K023195/1, 092731, MC_UU_12013/6)
- Economic and Social Research Council (ES/G007489/1, 1325188)
- 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 › Experimental and Cognitive Psychology › Cognitive Functions and Memory
- Keywords
- gamification, cognitive assessment, cognitive training, participant engagement, working memory, executive function, game elements, task validation, motivation, neuropsychological assessment
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