Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy

Abstract

BackgroundCognitive 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.ObjectivesThis 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?MethodsWe 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.ResultsOur 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.ConclusionsHeterogeneous 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.

No effect of gamification on attrition from a longitudinal cognitive testing study

“…The Points variant was similar to the Non-Game variant but with the addition of a points mechanic and the task being framed as a game. Points are a common feature of gamified tasks (Lumsden, Edwards, et al, 2016), and are classed as "1 st…”

Применение Компьютерных Игровых Технологий Для Развития Регуляторных Функций Дошкольников

“…Можно выделить несколько причин, по которым именно игровые методы диагностики и коррекции являются наиболее востребованными в современ-ной психологической практике [23].…”

“…Важно отметить, что полученные в подобных исследованиях данные довольно часто противоречат друг другу [20,23]. Такие противоречия мо-гут быть объяснены тем, что многие исследования, сравнивающие людей, активно играющих в видеоигры и не имеющих опыта в этом, не обладают достаточной валидностью: в них часто отсутствует контроль многих факто-ров, нет четкого разделения между тестируемыми группами, отсутствует предварительное тестирование испытуемых перед применением игровых технологий, а только констатируется итоговое различие между ними [28,48].…”

Effectiveness of Serious Gaming During Multidisciplinary Rehabilitation for Patients with Complex Chronic Pain or Fatigue: A Natural Quasi-experiment (Preprint)

“…Adequately powered studies on the effects of games for health are lacking in general, and little to nothing is known about complementary effectiveness in regular health care contexts, such as multidisciplinary rehabilitation [43]. Moreover, patient adherence to serious gaming when 3 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 5 deployed in practice and its influence on outcomes require empirical assessment in effectiveness evaluation [44,45].…”