Unleashing children’s potential: An evidence-based narrative review of strategies to enhance cognitive function and intelligence in school-age children

Table 10 Cognitive training and brain games: Evidence, transfer effects, and recommended use

Training type	Evidence base	Transfer effects	Recommended use
Computerized working memory training	Multiple randomized controlled trials and meta-analyses demonstrate consistent improvements on trained tasks	Strong near transfer; weak and inconsistent far transfer to academic outcomes	Adjunctive use in clinical populations (e.g., attention-deficit/hyperactivity disorder); not recommended as a standalone educational intervention
Attention and processing speed games	Moderate evidence for task-specific gains; variable methodological quality	Near transfer common; limited generalization to classroom performance	Supplementary tool to support attentional engagement alongside structured instruction
Commercial “brain game” platforms	Heterogeneous evidence; limited independent validation	Predominantly near transfer; minimal evidence for durable far transfer	Use cautiously; appropriate for engagement and motivation, not cognitive remediation
Multidomain cognitive training programs	Emerging evidence suggests broader cognitive engagement	Modest transfer when integrated with educational content	Best implemented within hybrid educational or therapeutic frameworks
Game-based training integrated into curricula	Growing support from school-based trials	Improved classroom engagement; selective academic transfer	Preferred educational model, especially when teacher-guided
Clinician-guided cognitive remediation	Stronger evidence in neurodevelopmental and clinical populations	Functional improvements are more likely with individualized targets	Clinical settings for targeted cognitive deficits, combined with behavioral support

Cognitive training and brain games are most effective when embedded within broader educational or clinical ecosystems. Isolated use yields limited generalization, whereas integrative, contextually grounded approaches increase the likelihood of meaningful and sustained impact.