Effectiveness of games to promote mental health literacy - a systematic review

Oliveira, Patrícia Alexandre

http://hdl.handle.net/10400.22/29844

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Authors

Oliveira, Patrícia Alexandre

Advisor(s)

Coelho, Tiago

Abstract(s)

The prevalence of mental illeness is a growing concern worlwide, with around one in eight people affected, according to the World Health Organization. Mental health literacy has emerged as na importante strategy to combat the stigma associated with these pathologies and to increase recognition, management and help-seeking. Recente studies show the potential of game-based learning to promote mental health literacy. This systematic review aimed to map the existing literature on the effectiveness of games – both vídeo and anlog – in promoting mental health literacy. Of the studies included, only five directly evaluated the effectiveness of games in promoting mental health literacy. In addition, most of the games used wre single palyer (n=14; 93.3%), role-palying (n=9; 60.0%) vídeo games (n=14; 93.3%). Most of these interventions were not part of programs with other approaches (n=10; 66.7%) and were implemented in educational contexts, with primary and secondary school students as the predominant population (n=10, 66.7%). Finally, it was noticeable an increase of mental health literacy after the gameplay. The predominasse of single player role-palying vídeo games is due to their immersive, engaging and personalized nature, providing a safe environment for the player to reflect on and explore topics related to mental health. These interventions were essentially applied in educational contexts with primary and secondary school students, due to their vulnerability to developing mental disorders. Although most inteventions consist only of the game itself, the literature recommends that they should be parto f a multi-component intervention in order to maximize their effectiveness. That said, and despite the obvious potential of these interventions, more research is needed to explore the impact of game-based interventions in diferente populations and contexts and using various types of games.