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This systematic review maps empirical DSG research in collaborative contexts, detailing theories, application areas, and assessment approaches for knowledge acquisition and psychosocial skills. Using PRISMA, 29 heterogeneous studies were analyzed, showing short-term learning and satisfaction gains and collaborative support via cognitive, affective, and social mechanisms, while longitudinal and deeper group process evidence remains limited.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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digital serious games in collaborative settings promote learning and psychosocial skills? A systematic review  \nIsabella Giacchi 1*  \n 0009-0005-7675-4081  \nAntonia Lonigro 2  \n 0000-0001-9280-4302  \nFederica Zava 1  \n 0000-0003-4007-535X  \nGiovanni Maria Vecchio 1  \n 0000-0001-6452-4995  \n1 Department of Education, Roma Tre University, Rome, ITALY  \n2 Department of Developmental and Social Psychology, Sapienza University of Rome, Rome, ITALY  \n*  \nCorresponding author: [isabella.giacchi@uniroma3.it](isabella.giacchi@uniroma3.it)  \nCitation: Giacchi, I., Lonigro, A., Zava, F., & Vecchio, G. M. (2026) . Do digital serious games in collaborative settings promote learning and psychosocial skills? A systematic review. Contemporary Educational Technology, 18(2), Article ep659 .  \n[https://doi.org/10.30935/cedtech/18599](https://doi.org/10.30935/cedtech/18599)  \nARTICLE INFO ABSTRACT  \n\n| Received: 12 Jan 2026\u003Cbr>Accepted: 22 Apr 2026 | Digital serious games (DSGs) in collaborative settings are increasingly explored for their potential to support 21st century skills, particularly collaboration. However, existing literature still offers a fragmented picture of their impact on collaborative competences. Thus, this study aims to (1) map empirical research on DSGs in collaborative contexts—highlighting theoretical frameworks, application fields, and assessment methods for knowledge acquisition and psychosocial skills—and (2) examine their effectiveness, identifying which components of collaborative competence and group dynamics are supported. Following PRISMA guidelines, the literature search identified 29 studies reporting empirical evidence on the use of DSGs in collaborative settings, using the search terms “serious game*” AND “learning” AND “cooperat*” OR “collaborat* .” The studies selected are highly heterogeneous in frameworks, aims and methods, reflecting the multidisciplinary nature of DSG research. Main findings show that research on DSGs in collaborative contexts is highly heterogeneous and predominantly based on experimental and quasi-experimental designs, with a strong focus on short-term outcomes such as knowledge acquisition and user satisfaction. Results indicate also that DSGs mainly support collaboration through interconnected cognitive, affective, and social mechanisms, particularly when embedded within structured frameworks such as computer-supported collaborative learning. However, evidence on longitudinal effects and deeper group processes remains limited, revealing a gap between short-term learning outcomes and the analysis of sustained group dynamics. Future research on DSG interventions aiming to more effectively capture group processes should adopt standardized definitions, use validated instruments for assessing collaboration, and implement longitudinal designs grounded in structured collaborative methodologies.\u003Cbr>Keywords: digital serious games, collaboration, systematic review, learning outcomes, psychosocial skills |\n| --- | --- |\n| INTRODUCTION |  |\n\nThe integration of digital serious games (DSGs) into collaborative settings has opened new opportunities for the development of 21st century skills. DSGs can be defined as interactive digital applications designed with both entertainment and educational purposes, engaging learners in simulated scenarios that foster  \nactive knowledge experience (Bergeron, 2006; Prensky, 2001) . Their adoption is growing across a wide range of contexts, including formal education, vocational training, and professional development (Kara et al., 2020; Laamarti et al., 2014). The provision of dynamic experiences has been demonstrated to be effective in promoting motivation and engagement, which are critical factors in facilitating effective learning (Breuer & Bente, 2010; Dondlinger, 2007; Ke, 2016; Lim-Fei et al., 2016; Nazry & Romano, 2017; Wouters et al., 2013; ","cbCaiguUpBkiyQoX","https://ap.wps.com/l/cbCaiguUpBkiyQoX","pdf",627049,27,"English","# Introduction\n## Digital serious games in collaborative settings\n# Article info and abstract\n## Objectives and review method (PRISMA)\n## Main findings and gaps\n# Keywords","[{\"question\":\"What is the purpose of this systematic review?\",\"answer\":\"It maps empirical research on digital serious games (DSGs) in collaborative contexts and evaluates their effectiveness in supporting components of collaborative competence and psychosocial skills.\"},{\"question\":\"How were studies selected for the review?\",\"answer\":\"Following PRISMA guidelines, the authors searched for “serious game*” AND “learning” AND “cooperat*” OR “collaborat*”, and identified 29 empirical studies.\"},{\"question\":\"What do the main results suggest about learning and psychosocial skills?\",\"answer\":\"The evidence indicates that DSGs in collaborative settings mainly support short-term outcomes like knowledge acquisition and user satisfaction, through cognitive, affective, and social mechanisms, especially within structured frameworks such as CSCL.\"}]","Do digital serious games in collaborative settings promote learning and psychosocial skills? - A systematic review | PDF",1792090870,68]