Effectiveness Of Serious Games Research Articles

Serious Games for Developing Social Skills in Children and Adolescents with Autism Spectrum Disorder: A Systematic Review.

Serious games represent a promising avenue for intervention with children diagnosed with autism spectrum disorder, a neurodevelopmental disorder marked by persistent challenges in social communication and the presence of restricted, repetitive behaviors. Despite this potential, comprehensive reviews on this subject are scarce. This systematic review aims to evaluate the effectiveness of serious games and their specific characteristics in enhancing social skills among children and adolescents with autism. Employing PICO strategies and adhering to PRISMA guidelines, we screened 149 studies initially identified through PubMed and EBSCOhost databases. Nine studies met inclusion criteria and found a positive influence of serious games on social skills and related domains, encompassing emotion recognition/encoding/decoding, emotional regulation, eye gaze, joint attention, and behavioral skills. Nevertheless, despite these promising results, the limited available evidence underscores the need for rigorous study designs to consolidate findings and integrate evidence-based intervention strategies.

The Effects of Serious Games on Cardiopulmonary Resuscitation Training and Education: Systematic Review With Meta-Analysis of Randomized Controlled Trials.

Serious games have emerged as an innovative educational strategy with the potential to significantly enhance the quality and effectiveness of cardiopulmonary resuscitation (CPR) training. Despite their promise, there remains a degree of controversy when comparing the advantages of serious games with traditional CPR training methods. This study seeks to provide a comprehensive assessment of the impact of serious games on CPR training and education by systematically analyzing the results of previous research. This study aimed to assess the effect of serious games on CPR training and education by summarizing and pooling the results of previous studies. We conducted a thorough and systematic search across 9 prominent web-based databases, encompassing the period from the inception of these databases until April 1, 2023. The databases included in our search were PubMed, Cochrane Library, Wiley Online Library, EBSCO (PsycInfo), SpringerLink, Chinese Biology Medicine Disc, Vip Journal Integration Platform, Wanfang Database, and Chinese National Knowledge Infrastructure. The studies selected adhered to the following criteria: (1) being a randomized controlled trial comparing serious games and traditional methods for CPR training; (2) having participants aged 12 years or older in CPR; (3) having an experimental group using serious games and a control group using nongame methods for CPR instruction; and (4) having outcomes including theoretical and skill assessments, compression depth, and rate. The Cochrane risk of bias assessment tool was used to evaluate the risk of bias. Data analysis was performed using RevMan (version 5.3; Cochrane Training), and mean differences (MDs) and standardized mean differences (SMDs) with 95% CIs were used to calculate continuous variables. A total of 9 articles were included, involving 791 study participants, of whom 395 in the experimental group taught CPR training using serious games and 396 in the control group taught CPR training using traditional methods. The results of our meta-analysis indicate that the use of serious games in CPR training yields outcomes that are comparable in effectiveness to traditional training methods across several key areas. Specifically, serious games demonstrated equivalence to traditional formats in theory assessment (SMD -0.22, 95% CI - 0.96 to 0.51; P=.55), skill assessment (SMD -0.49, 95% CI -1.52 to 0.55; P=.36), compression depth (MD -3.17, 95% CI -0.18 to 6.53; P=.06), and compression rate (MD -0.20, 95% CI -7.29 to 6.89; P=.96). In summary, serious games offer a viable and effective CPR education approach, yielding results comparable to traditional formats. This modality is a valuable addition to CPR training methodologies. However, caution is warranted in interpreting these findings due to limited controlled trials, small sample sizes, and low-quality meta-analyzed evidence.

Studying the effects of educational games on cultivating computational thinking skills to primary school students: a systematic literature review

AbstractThis article presents a systematic literature review (SLR) on the effects of serious games, or more specifically educational games that aim to teach Computational Thinking (CT) skills to primary school students. Sixty one studies from various data sources were evaluated based on the CT skills and programming concepts addressed, the evaluation instruments used, the target audience, the learning outcomes and their results. The findings of the studies on the efficiency or impact of educational games on the acquisition of the proposed topics were positive, indicating that educational programming games can help primary school students develop CT skills or understand fundamental programming concepts. Additionally, the results suggest a general positive attitude towards the use of an educational game for learning purposes, while students perceive games as a great motivator for engaging in CT activities. Finally, the research discusses research gaps and shortages, as well as methodological limitations and recommendations for future work in the relevant domain.

The impact of mixed reality serious games on mortise and tenon learning in college students

As an intangible cultural heritage, traditional handicrafts are significant in artistic education. Due to limited approaches to communicating traditional handicrafts and appreciating content, it cannot be easy to carry out effective skill inheritance in an art education situation in a modern teaching environment. This study uses mixed reality technology to develop a serious game for learning traditional handicrafts. The objective is to improve students' attitudes by promoting a digital teaching environment. This research uses traditional Chinese mortise and tenon joints for the case study. The effects of serious games using MR technology and traditional teaching methods were compared through quasi-experiments on students' academic performance, learning motivation and situational interest. The results show that serious games can have advantages in acquiring and retaining knowledge, stimulating students' learning motivation and situational interest. This study aims to support cultural heritage education methods.

Effects of Serious Games on Child and Adolescent Depression

Depression is a serious problem that negatively affects peoples mental health. The number of people suffering from depression of different degrees in the world is large and tends to be younger. The phenomenon has attracted the attention of many scholars to innovate treatment measures. There are not many effective ways to alleviate depression. The antidepressant effects of serious games have received increasing attention in recent years. This study seeks to review these articles published since 2018, examine their methodology, tests, and significant findings, and explore whether serious games are effective in relieving adolescent depression. The findings show serious games have enormous potential for stress and depression relief. Future studies should examine the lasting effects, much broader outcomes, and the potential side effects of serious games on reducing juvenile depression.

Effectiveness of Serious Games in Improving Genetic Literacy and Genetic Risk Awareness in the General Public: A Pilot Study.

Background: Genomics is an integral part of medical science; however, European citizens' literacy on basic genetic concepts is still poor. The aim of this study was to evaluate the effectiveness of Serious Games (SGs) in increasing genetic literacy in laypeople and to assess the impact of SGs on participants' perceived self-efficacy (SE) in managing genetic risk implications. Materials and Methods: Two minigames and an adventure game were created, together with leaflets reporting the same information as the SGs. Sixty participants enrolled at baseline and completed a brief sociodemographic questionnaire and an ad hoc questionnaire assessing their genetic knowledge. They were assigned to the SGs group (30 subjects) or to the Leaflets group (30 subjects) by matching age and sex. Both groups had about 40 minutes to play the SGs or to read the leaflets. In the postlearning session, participants completed the same genetic knowledge questionnaires administered at baseline and five items from the Self-Efficacy Scale, whereas the SGs group also filled in the In-Game Experience Questionnaire. Results and Conclusion: Results showed that learning genetic concepts through SGs was comparable to learning through leaflets. Playing SGs was also associated with poor feelings of frustration or annoyance, good engagement in the game challenges and contents, and positive feelings, particularly in subjects under 30 years. Participants perceiving SE increased significantly in both Leaflets and SGs groups, but the effect was higher for SGs players. SGs have the potential to increase genetic literacy in the public by making the learning process more engaging, pleasant and by enhancing SE.

Effects of Serious Games for Patients With Chronic Obstructive Pulmonary Disease: Systematic Literature Review.

The use of serious games for rehabilitation has been an emerging intervention in health care fields, referred to as an entertaining and positive activity. Although related studies have been conducted on patients with chronic obstructive pulmonary disease (COPD), a more comprehensive study that summarizes and evaluates its effects in this area is needed. This review aimed to systematically evaluate the effects of serious games in promoting rehabilitation and related outcome measures of serious game-based engagement in patients with COPD. This review adhered to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) statement. Searches were performed in the following databases: PubMed, Scopus, Embase (via Ovid), CINAHL, Science Direct, and China Biology Medicine disc. Only quantitative studies were included in this review, and the methodological quality and bias of the included studies were evaluated using related tools. Several outcomes, including clinical outcomes and serious game-based engagement outcomes, were ultimately collected in this review. The results were summarized and evaluated using descriptive methods due to significant heterogeneity. In total, 11 studies were included. Serious games played a potentially positive effect on pulmonary function and exercise capacity. However, no consistent findings were reported on dyspnea and psychological status. Additionally, serious game engagement showed favorable findings on adherence, enjoyment, and acceptability. Furthermore, no serious adverse effects were identified in all included studies. This review preliminarily indicated the potential benefits of serious games in promoting rehabilitation for patients with COPD, despite the limited quality of the included studies. More studies with high methodological quality are needed to further explore the effects of serious games in this field.

Using scaffolding theory in serious games to enhance traditional Chinese murals culture learning

AbstractThis study explores a game model that uses scaffolding to learn about cultural heritage based on adventure games. A case study using traditional Chinese murals tested the effectiveness of serious games in improving learning performance and knowledge acquisition. This study observed and evaluated the learning outcomes of 64 students by using serious game learning compared to traditional video learning in an experimental setting. Changes in knowledge acquisition, intrinsic motivation, cognitive load (extrinsic load vs. germane load), and engagement were collected through a series of tests and scales. Experimental results show that digital adventure games have better learning performance and knowledge retention effects, higher intrinsic motivation, germane load, and engagement than traditional video learning. The reasons affecting academic performance were analyzed from the data, and it was found that intrinsic motivation and germane cognitive load positively affected game performance, and external cognitive load hurt game performance. This study provides experience on the design of serious games in cultural heritage learning.

Serious game as oral histology learning strategy for undergraduate dental students; crossover randomized controlled trial

BackgroundOral histology is perceived by dental students as a challenging subject and often struggle to recognize the long-term relevance of understanding the cells and tissues at the microscopic level. Serious games have been reported to have a positive effect on student cognitive skills and learning motivation. However, there is still a limited amount of research supporting the effectiveness of serious games as a learning method in dentistry. The present study aimed to evaluate the impact of serious game of HistoRM as a complementary learning strategy for oral histology.MethodsThe study design was a crossover randomized controlled trial. A total of 74 first year dental students of Universitas Indonesia participated in the study and divided into 2 groups. Study intervention included HistoRM game for 3 days followed by a combination of HistoRM and script-based handouts for another 4 days. The groups represented different intervention sequences. Evaluation was performed using pre-test, post-test on day 3 and 7 and a questionnaire.ResultsThe data showed significant improvement of student cognitive skills (p < 0.001) and it was influenced by the number of game missions completed. Students who completed the whole 15 missions have a higher day-7 post-tests scores (p = 0.03). Perception of dental students on HistoRM was positive in all domains tested, the learning content, games and learning experience domains. Immediate feedback given after each gameplay helped the students understand the subject matters.ConclusionSerious game of HistoRM effectively improved students’ understanding of oral histology learning outcome and provided more interesting learning experiences. This innovative learning can be recommended as a complementary learning strategy of oral histology for dental students.

SEMG-controlled forearm bracelet and serious game-based rehabilitation for training manual dexterity in people with multiple sclerosis: a randomised controlled trial

BackgroundMuscle strength and dexterity impairments are common among patients with multiple sclerosis (MS) producing limitations in activities of daily living related to the upper limb (UL). This study aimed to evaluate the effectiveness of serious games specifically developed for the MYO Armband® capture sensor in improving forearm and wrist mobility, UL muscle strength, dexterity, fatigue, functionality, quality of life, satisfaction, adverse effects and compliance.MethodsA double-blinded (allocation concealment was performed by a blinded investigator and by blinding for assessors) randomised controlled trial was conducted. The sample was randomised into two groups: an experimental group that received treatment based on UL serious games designed by the research team and controlled by the MYO Armband® gesture capture sensor, along with conventional rehabilitation and a control group that received the same conventional rehabilitation for the UL. Both groups received two 60-min sessions per week over an eight-week period. Wrist range of motion (goniometry), grip muscle strength (Jamar® dynamometer), coordination and gross UL dexterity (Box and Block Test), fatigue (Fatigue Severity Scale), functionality (ABILHAND), quality of life (Multiple Sclerosis Impact Scale-29), adverse effects (Simulator Sickness Questionnaire, SSQ), perceived workload (NASA-Task load index), satisfaction (Client Satisfaction Questionnaire-8 (CSQ-8), Satisfaction with Technology Scale, System Usability Scale (SUS) and QUEST 2.0) and compliance (attendance) were assessed in both groups pre-treatment, post-treatment and during a follow-up period of 2 weeks without receiving any treatment.ResultsSignificant differences were observed in the experimental group compared to the control group in the assessment of forearm supination (p = .004) and grip strength (p = .004). Adverse effects were minimal (SSQ: 7/100 points) and perceived workload was low (NASA-Task Load Index: 25/100 points) in the experimental group. The MYO Armband® technology proved to be useful for the participants (SUS: 80.66/100) and the satisfaction scales received high scores (QUEST 2.0: 59.4/70 points; Satisfaction with Technology: 84.36/100 points). There were significant differences between the groups in terms of attendance percentage (p = .029).ConclusionsAn experimental protocol using MYO Armband®-based serious games designed for UL rehabilitation showed improvements in active wrist range of motion and handgrip strength in patients with MS, with high satisfaction, minimal adverse effects and workload and excellent compliance.Trial registration number: This randomised controlled trial has been registered at ClinicalTrials.gov Identifier: NCT04171908.

Exploring the effectiveness of serious games in strengthening smallholders’ motivation to plant different trees on farms: evidence from rural Rwanda

Addressing the global challenges of climate change and biodiversity loss requires the widespread adoption of sustainable agricultural practices such as agroforestry. In many Sub-Saharan African countries, however, agroforestry adoption rates remain low among small-scale farmers, with insufficient knowledge about the benefits being a major barrier. To close this knowledge gap and increase farmers’ motivation to plant different tree species on their farms, this study applies a Role-playing game (RPG) as an awareness-raising tool. 72 small-scale farmers from Rwanda played the RPG and participated in pre- and post-game surveys. A comparison of responses before and after playing demonstrates that the RPG increased farmers’ knowledge and attitude toward most tree-related benefits. Moreover, playing the game significantly strengthened farmers’ motivation to plant more tree species on their farms. The findings were supported by debriefing results, confirming that RPGs are an effective tool to raise farmers’ awareness and motivation on sustainable land use management.

Serious Games for Learning Among Older Adults With Cognitive Impairment: Systematic Review and Meta-analysis

Learning disabilities are among the major cognitive impairments caused by aging. Among the interventions used to improve learning among older adults are serious games, which are participative electronic games designed for purposes other than entertainment. Although some systematic reviews have examined the effectiveness of serious games on learning, they are undermined by some limitations, such as focusing on older adults without cognitive impairments, focusing on particular types of serious games, and not considering the comparator type in the analysis. This review aimed to evaluate the effectiveness of serious games on verbal and nonverbal learning among older adults with cognitive impairment. Eight electronic databases were searched to retrieve studies relevant to this systematic review and meta-analysis. Furthermore, we went through the studies that cited the included studies and screened the reference lists of the included studies and relevant reviews. Two reviewers independently checked the eligibility of the identified studies, extracted data from the included studies, and appraised their risk of bias and the quality of the evidence. The results of the included studies were summarized using a narrative synthesis or meta-analysis, as appropriate. Of the 559 citations retrieved, 11 (2%) randomized controlled trials (RCTs) ultimately met all eligibility criteria for this review. A meta-analysis of 45% (5/11) of the RCTs revealed that serious games are effective in improving verbal learning among older adults with cognitive impairment in comparison with no or sham interventions (P=.04), and serious games do not have a different effect on verbal learning between patients with mild cognitive impairment and those with Alzheimer disease (P=.89). A meta-analysis of 18% (2/11) of the RCTs revealed that serious games are as effective as conventional exercises in promoting verbal learning (P=.98). We also found that serious games outperformed no or sham interventions (4/11, 36%; P=.03) and conventional cognitive training (2/11, 18%; P<.001) in enhancing nonverbal learning. Serious games have the potential to enhance verbal and nonverbal learning among older adults with cognitive impairment. However, our findings remain inconclusive because of the low quality of evidence, the small sample size in most of the meta-analyzed studies (6/8, 75%), and the paucity of studies included in the meta-analyses. Thus, until further convincing proof of their effectiveness is offered, serious games should be used to supplement current interventions for verbal and nonverbal learning rather than replace them entirely. Further studies are needed to compare serious games with conventional cognitive training and conventional exercises, as well as different types of serious games, different platforms, different intervention periods, and different follow-up periods. PROSPERO CRD42022348849; https://tinyurl.com/y6yewwfa.

The Effectiveness of Serious Games for Enhancing Literacy Skills in Children with Learning Disabilities or Difficulties: A Systematic Review

Serious games (SGs) are often used for learning and cognitive improvement. This systematic review aims to verify the effectiveness of SG in enhancing the reading and writing of children with learning difficulties or disorders. The study was conducted according to the PRISMA 2020 Guidelines. The screening processes led to six relevant articles, all of which were randomized trials with a low risk of bias. The number of SGs developed for children with learning disorders with evidence of efficacy is very small, and they focus on enhancing only some aspects of literacy, leaving out the training of some fundamental skills, such as spelling and text comprehension. Serious games are effective in improving reading and metaphonological skills and in ensuring good engagement and enjoyment. However, poor generalization of progress to untreated skills was reported. The importance of investment in this area of research is highlighted.

Serious games for environmental education

AbstractSerious games are increasingly popular in multiple fields, including education and environmental engagement. We conducted a systematic review to examine the reasons for this increasing popularity, the features of successful serious games and the current trend of serious games application in environmental education. Our systematic search revealed 56 records of papers (from years 2009 to 2023) on the use of serious games for environmental education. Thirty‐five were published in the recent 5 years reflecting a growing interest in this area. The games were aimed at imparting knowledge (N = 28), changing attitude (N = 28) and changing behaviour (N = 19). Reasons for the increased application of serious games include the raising awareness on serious games and growing investment in serious games development and research, as well as better technological access through mobile devices. Successful serious games exhibit the following features: an immersive experience, meaningful engagement, a learn‐by‐doing involvement, simulation of real‐world environmental problems, autonomy in game decisions and the presence of a guiding host. This review also revealed two categories of digital serious games: computer games (N = 14) and mobile apps (N = 11), and three categories of physical games: board games (N = 6), card game (N = 1) and role‐playing games (N = 2). The gaps include (1) the lack of in‐game experience data that limits our understanding of the impacts of commercial games, (2) variation in game experience and conservation experience among participants and how this translates to the impacts of serious games, and (3) lack of understanding of how the effects of serious games with high complexities on adults learning. Serious games are increasingly being digitised and moving towards location‐based games, alternate reality, augmented reality and virtual reality. These games can facilitate interaction between learners and the natural environment, and in turn strengthen environmental awareness and appreciation.

Factors Influencing the Effectiveness of Serious Gaming in the Field of Vocational Orientation

This study investigates the effectiveness of the serious game like2be, which has been developed to support the individual career orientation process of adolescents by broadening their occupational horizon. In this paper, we present results from an intervention study with n = 809 adolescents in Swiss schools at the lower secondary education level. To analyze the extent to which cognitive, affective, and motivational factors are stimulated and what influence they have on expanding knowledge about occupations (measured learning outcome), we applied confirmatory factor analysis, multiple linear regression, and a structural equation model. The results indicate that the stimulation of cognitive processes through serious gaming has a statistically significant impact on learning outcome, although such factors as enjoyment, flow experience, or self-perceived benefits in playing like2be did not significantly impact gain in knowledge about occupations.

A systematic review and meta-analysis of randomized controlled trials on the effect of serious games on people with dementia.

An increase in dementia prevalence has been accompanied by increasing interest in new rehabilitation methods, such as serious games. Serious games hold the potential to postpone functional and cognitive declines in people with dementia by increasing their independence and engagement; however, the efficacy of serious games remains underexplored. This review was conducted to quantify the effects of serious games in people with dementia, including several newly published trials, with the hopes of contributing to evidence-based practice by offering support for clinical decision-making. Only randomized controlled trials (RCTs) assessing the impacts of game-based intervention programs compared with conventional therapy on cognitive function, instrumental and non-instrumental activities of daily living, or depression among people with dementia were included in this review. Meta-analyses were performed to determine the pooled standardized mean difference (SMD) of each outcome using a random-effects model. The final search identified 12 studies that met our criteria. Overall, serious games were found to improve cognitive function (pooled SMD: 0.34; 95% CI: 0.07-0.61) and alleviated depression (pooled SMD: -0.131; 95% CI: -1.85 to -0.77) in people with dementia. Serious games improve cognitive function and reduce depression in people with dementia. Future studies in this field should aim to evaluate and determine the long-term effect of these games.

Effects of Serious Games on Student Engagement, Motivation, Learning Strategies, Cognition, and Enjoyment

Serious games have been deemed as an effective tool to engage students with various needs and expectations. Although serious games have emerged as an important assistant in education, sparse studies have systematically reviewed the related studies in the fields of bibliographic knowledge structure and their effects. Through CiteSpace, VOSviewer, and content analysis, this study concludes that: (1) Many studies have demonstrated that serious games could improve student engagement, motivation, learning strategies, and cognition; (2) The prominent advantages of serious games may be the enjoyment, followed by enhanced happiness, satisfaction, and positive attitude; (3) The study also discussed recently developed serious games and their effectiveness in education. It is suggested that future research could focus on the assessment of serious games to select the effective serious games and improve their design.

A Mixed-Methods Study of Cultural Heritage Learning through Playing a Serious Game

The main goal of this study was to investigate the impact of a serious game on university students’ learning about cultural heritage content and to reveal the factors affecting their learning experiences during the serious gameplay. The serious computer game “Europe in a museum,” which includes tangible and intangible cultural heritage visuals of several European countries, was used in the study. The main research design was a mixed-methods sequential explanatory design. The participants were 50 freshman students studying in the Digital Game Design department at a private university. Pre-knowledge test, post-test and delayed post-test instruments were used to collect quantitative data, while semi-structured interviews were implemented to obtain qualitative data. Based on independent-measures t-tests, post-test and delayed post-test scores of the students’ cultural heritage knowledge for students who played the serious game were significantly higher than those of students taught by traditional methods. Content analysis results showed that game design, gameplay and instructional content were the main themes affecting players’ learning experiences during the serious gameplay. According to the students, the narrative used to convey the story of the game created a better playing and learning experience. The students indicated that the challenges must be consistent with the expectations of the gamers. They also noted that concise and clear presentation of cultural heritage content within the game had a positive impact on their learning experiences. This study contributes to the literature in showing the long-term effect of serious games on cultural heritage learning. Factors influencing the cultural heritage learning experience of players during serious gameplay can be a guide for instructors, instructional technologists and game designers.

The Effect of Serious Games on Medical Students’ Motivation, Flow and Learning

Background and aim Serious games are interactive games with a purpose for education, developed generally under software technology, serious games also include tabletop games (board games and card games), and many of them are used in medical settings like hospital training. Previous work indicates that serious games can enhance students' motivation, interaction, and engagement. This study aimed to evaluate the effectiveness of a serious game on medical students' learning outcomes and determine its effect on students' flow and motivation and examine the relationship between the flow and motivation. Methods This was a prospective study performed for two years (2018-2019 and 2019-2020 academic years). A total of 108 third-year medical students participated in this study. Students were asked to play a serious game on a computer for twenty minutes. A set of questionnaires containing evaluation grids to measure the flow and the motivation were given to students. The effectiveness of the game was assessed using pre-and post-tests. Results Complete datasets were available for 97 students. Flow and motivation dimensions experienced by the students were generally high (mean = 54,5). Significant and positive relationships between the sub-scale of flow experience and intrinsic motivation to know, intrinsic motivation to experience simulation, and the three types of extrinsic motivation were found. There was a negative correlation between the flow dimension and intrinsic motivation toward accomplishments and amotivation. There was a significant difference between the mean scores of pre-tests and post-tests ( p &lt; .01). Conclusion The serious game is regarded as a particularly active and problem-solving form of learning that promote medical students' motivation, flow and learning achievements.

The Effectiveness of Serious Games on Cognitive Processing Speed Among Older Adults With Cognitive Impairment: Systematic Review and Meta-analysis

BackgroundHuman cognitive processing speed is known to decline with age. Human cognitive processing speed refers to the time that an individual takes from receiving a stimulus to reacting to it. Serious games, which are video games used for training and educational purposes, have the potential to improve processing speed. Numerous systematic reviews have summarized the evidence regarding the effectiveness of serious games in improving processing speed, but they are undermined by some limitations.ObjectiveThis study aimed to examine the effectiveness of serious games on the cognitive processing speed of an older adult population living with cognitive impairment.MethodsA systematic review of randomized controlled trials (RCTs) was conducted. Two search sources were used in this review: 8 electronic databases and backward and forward reference list checking. A total of 2 reviewers independently checked the eligibility of the studies, extracted data from the included studies, and appraised the risk of bias and quality of the evidence. Evidence from the included studies was synthesized using a narrative and statistical approach (ie, meta-analysis), as appropriate.ResultsOf the 548 publications identified, 16 (2.9%) RCTs eventually met all eligibility criteria. Very-low-quality evidence from 50% (8/16) and 38% (6/16) of the RCTs showed no statistically significant effect of serious games on processing speed compared with no or passive intervention groups (P=.77) and conventional exercises (P=.58), respectively. A subgroup analysis showed that both types of serious games (cognitive training games: P=.26; exergames: P=.88) were as effective as conventional exercises in improving processing speed.ConclusionsThere is no superiority of serious games over no or passive interventions and conventional exercises in improving processing speed among older adults with cognitive impairment. However, our findings remain inconclusive because of the low quality of the evidence, the small sample size in most of the included studies, and the paucity of studies included in the meta-analyses. Therefore, until more robust evidence is published, serious games should be offered or used as an adjunct to existing interventions. Further trials should be undertaken to investigate the effect of serious games that specifically target processing speed rather than cognitive abilities in general.Trial RegistrationPROSPERO CRD42022301667; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=301667