The use of games in the classroom to promote mental health knowledge and healthy attitudes in adolescents : a systematic review
Sanabria-Mazo, Juan P. (Parc Sanitari Sant Joan de Déu)
Pérez-Aranda, Adrián (Universitat Autònoma de Barcelona. Departament de Psicologia Clínica i de la Salut)
Armas Landata, Carilene Enelram (Universidad de Zaragoza)
Royuela-Colomer, Estíbaliz (Universitat Autònoma de Barcelona. Departament de Psicologia Clínica i de la Salut)
Mateo Canedo, Corel (Universitat Autònoma de Barcelona. Departament de Psicologia Bàsica, Evolutiva i de l'Educació)
Cabrera-Gil, Itxaso (Universidad de Zaragoza. Departamento de Psicología y Sociología)
Monreal-Bartolomé, Alicia (Universidad de Zaragoza. Departamento de Psicología y Sociología)
Garcia-Campayo, Javier (Hospital Universitario Miguel Servet (Saragossa))
López-del-Hoyo, Yolanda (Red de Investigación en Cronicidad, Atención Primaria y Prevención y Promoción de la Salud (RICAPPS))

Data:	2025
Resum:	Many adolescents face significant mental health challenges, including anxiety, depression, and substance-related and addictive disorders, with a growing need for school-based preventive strategies. Traditional classroom interventions often struggle to engage adolescents, prompting the exploration of game-based approaches to improve mental health knowledge and foster healthier attitudes. This systematic review evaluates the effectiveness of game-based interventions implemented in classroom settings to enhance mental health knowledge and promote positive attitudes among adolescents. A comprehensive search was conducted across Medline, PsycINFO, Web of Science, and SCOPUS, yielding 1,152 articles. After screening, 17 studies were included, most using cluster randomized controlled trial designs. These interventions addressed topics of mental health such as substance-related and addictive disorders, anxiety, and depression, employing playful activities like video games, virtual reality simulations, quizzes, and collaborative tasks. The interventions showed positive effects on knowledge acquisition and attitude change, with high satisfaction reported by participants. Those programs targeting alcohol and tobacco use were particularly effective in improving knowledge and attitudes. However, the quality of evidence varied, and long-term effects were not widely assessed due to a lack of follow-up in most studies. Some interventions had a limited impact on self-efficacy and behavior change. Game-based classroom interventions show promise in promoting mental health literacy and healthier attitudes among adolescents. While short-term outcomes are encouraging, more rigorous studies with extended follow-up periods are necessary to understand their long-term effectiveness. Future interventions should focus on practical skill development and personalization to maximize impact.
Ajuts:	Instituto de Salud Carlos III RD21/0016
Nota:	Altres ajuts: Funded by the European Union "NextGeneration EU/PRTR" funds and Mental Health Research Group in Primary Care (B17_23R) which is part of the Department of Employment, Science and Universities at the Government of Aragón (Spain).
Drets:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original.
Llengua:	Anglès
Document:	Article ; recerca ; Versió publicada
Matèria:	Adolescents ; Classroom ; Game-based interventions ; Public mental health ; Systematic review
Publicat a:	Frontiers in psychiatry, Vol. 16 art. 1622099 (september 2025) , ISSN 1664-0640

DOI: 10.3389/fpsyt.2025.1622099
PMID: 40958793

16 p, 1.4 MB

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