El uso de «videojuegos serios» para la prevención y el tratamiento del consumo de sustancias: una cartografía conceptual

Mónica Urrutia-Reyes; Ana Marcela Herrera-Navarro

doi:10.51302/tce.2025.22325

Authors

Mónica Urrutia-Reyes Postgraduate student at the Computer Science Faculty of the Universidad Autónoma de Querétaro (Mexico) https://orcid.org/0009-0009-4644-0451
Ana Marcela Herrera-Navarro Full-time professor at the Computer Science Faculty of the Universidad Autónoma de Querétaro (Mexico) https://orcid.org/0000-0001-7711-9585

DOI:

https://doi.org/10.51302/tce.2025.22325

Keywords:

serious games, prevention, treatment, substance use, digital intervention, health education, gamification

Abstract

In the current digital era, «serious games» have become effective tools for addressing a variety of psychological and physical conditions, such as stress, anxiety, mood disorders, as well as for preventing and treating substance abuse.

This paper presents a detailed analysis of the concept of «serious games» in the prevention and treatment of substance abuse, through the methodology of conceptual mapping across its eight fundamental axes to provide a comprehensive view of the topic.

The integration of personality theories in these games is highlighted, such as social cognitive theory, incentive sensitization theory, and self-determination theory, along with the application of user-centered design methods. These methods facilitate understanding of user (men and women) motivations, attitudes, and perceptions, allowing for the development of games that accurately address the factors influencing substance abuse, making them an innovative tool in addiction prevention and treatment.
«Serious games» promote reflection and motivate behavior change in an engaging and accessible manner. However, it is important that their design and development maintain a multidisciplinary approach and a user-centered methodology, so that they can be considered an effective strategy in the field of mental health and addiction.

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Author Biographies

Mónica Urrutia-Reyes, Postgraduate student at the Computer Science Faculty of the Universidad Autónoma de Querétaro (Mexico)

Estudiante de doctorado en Tecnología Educativa en la Facultad de Informática de la Universidad Autónoma de Querétaro. Maestra en Ciencias de la Educación por la Facultad de Psicología de la Universidad Autónoma de Querétaro. Licenciada en Psicología por la Universidad Anáhuac (México).

Ana Marcela Herrera-Navarro, Full-time professor at the Computer Science Faculty of the Universidad Autónoma de Querétaro (Mexico)

Maestría en Ingeniería de Software y doctorado en Ingeniería Distribuido por la Universidad Autónoma de Querétaro. Licenciatura en Ingeniería en Computación por el Instituto Tecnológico de Querétaro. Cuenta con el perfil del Programa para el Desarrollo Profesional del Profesor, Formación Superior (PRODEP), y con la distinción de Investigador Nacional Nivel I por el Sistema Nacional de Investigadores (SNI).

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