A systematic review of gaming effects on driving related skills

Road traffic accidents (RTAs) rank as the twelfth leading cause of death globally. While several factors contribute to RTAs, diminished visual and cognitive abilities remain an often-overlooked cause, negatively affecting driving performance. The “learning to learn” hypothesis suggests that playing games enhances general learning abilities and executive control mechanisms, enabling to transfer acquired-skills across real-world tasks. Considering this potential, this review investigates existing research on the connection between playing different types of games and driving behaviour. Following PRISMA guidelines, a narrative synthesis was conducted with an effect size analysis using R. Studies were categorised based on game type, intervention duration, and outcome measures related to driving skills. The review analysed the findings from three interventional and nine observational studies. Effect size analysis of observational studies revealed a positive association between gaming experience on computerised driving tasks (g = 0.96, 95 % CI: 0.63, 1.28). Interventional studies suggested that driving racing games, when played for 8–10 h in total, can improve short-term performance in computerised and on-road driving tasks. Available evidence suggests a significant positive association between gaming and computerised driving task outcomes. Furthermore, driving-specific gaming interventions have a significant effect on simulator tasks and on-road skills. However, to establish gaming interventions, further research is needed to analyse the effect of different gaming genres on different skills that are necessary for driving. Standardising interventional methodologies and driving variables are essential for providing reliable evidence. Developing evidence-based gaming interventions requires well-defined protocols and game selection criteria. • This is the first review combining narrative and meta-analysis on gaming and driving. • Action games show a positive association with computerised driving performance. • A game training duration of 8–10 h was sufficient to improve driving-related skills. • Methodological inconsistencies limit long-term conclusions on driving outcomes. • Clearer gamer definitions and task alignment are needed for future protocols.