The Future of Education

Game research spans multiple disciplines such as education, game studies, neuroscience, and information science, encompassing versatile tools and approaches for digital, non-digital, or hybrid contexts [1, 2]. Game-based learning, training, exercises, serious games, and gamification represent distinct approaches, integrating games into diverse contexts. Lately, interventions based on these approaches have gained popularity for their potential to enhance cognitive, and behavioral outcomes [3]. The term game-based intervention (GBI) was adopted to describe the use of all these playful processes with the goals of cognition and behavior promotion [4]. We present here a subset query originating from a comprehensive systematic review examining the influence of GBI on adult cognition. This subset evaluates the external and model validity of the original studies included in the review, following a systematic review approach, adhering to a registered PROSPERO protocol and PRISMA guidelines [5]. Our systematic methodology covered various databases, resulting in 1398 articles. Following examination, 42 studies (26 randomized control trials and 16 non-randomized control trials) were selected. External and model validity was assessed using the External Validity Assessment Tool (EVAT©) [6]. Half of the studies inadequately described recruitment (48%) and most poorly outlined participation (71%) in terms of external validity, obscuring the results' generalizability. However, model validity was adequately described in most studies (88%), clarifying the comprehension of staff, places, and facilities used. Nonetheless, the reviewed papers offer promising findings regarding the influence of GBI on adult cognition, hinting at potential avenues for a future systematic review.