## 5 Conclusions  
We presented a synthesis of mnemonics serious games available in the app stores using [PERSON] et al.'s [79] GPS model, IN-3 PACIFIC, and C-SHARP as analytical game design frameworks. To the best of our knowledge, this systematic review is the first to analyze several mnemonics serious games and present the findings to foster the development of effective applications aimed to promote long-term learning. The review found that most of the evaluated games were launched between 2010 and 2024. The full 2010s decade recorded 9 applications in total, while 2020-2024 (only half a decade) recorded 19, slightly over double. This drastic increase highlights the increasing awareness and importance of mnemonics serious games, which necessitated this review that uncovered key findings. First, mnemonics serious games are most likely to teach Language or Medicine, take the form of puzzles or quizzes, feature acronyms and images, and have high ratings (at least 4 out of 5) or moderate ratings (at least 3 out of 5). Second, all the games we found supported Feedback, Interactivity, and Challenge, and a slight majority provided a sense of Agency and Control, yet many of them were lacking when it came to the remaining IN-3 PACIFIC characteristics listed by [PERSON] et al. [41]. Third, these games are almost equally likely to either provide a Novel Experience to players or not, yet they tend to fail to achieve most of the other C-SHARP characteristics laid out by [PERSON] [42], aside from Challenge and Learner Empowerment. Fourth, many of the IN-3 PACIFIC and C-SHARP characteristics have a significant relationship with each other. In conclusion, we recommend that efforts be made to create new mnemonics serious games that achieve more of these characteristics, which would likely lead to increased success in terms of realization of game purpose,effectiveness, and adoption. The fact that many of these characteristics are significantly related to each other suggests that fulfilling one characteristic led to fulfilling others. However, characteristics relating to a story in which a player participates (e.g., Immersion, Narrative, the Three Presences, Identity, Place, Time) should be given more attention rather than ignored as many of the evaluated apps did. Research has shown that including a story involving the player has positive effects on both a game's memorability and users' learning [80]. Moreover, characteristics relating to cooperation (e.g. Collaboration With Others, Co-Construction of Meaning) should be given attention as cooperation has been shown to improve academic achievement [81]. More importantly, improving existing games such as the ones evaluated in this review is essential as well, especially given that they are mobile apps that require updates from time to time.  
Conceptualization, K.O.; methodology, K.O.; software, K.O.; validation, K.F.; formal analysis, K.F.; investigation, K.F.; resources, K.O.; data curation, K.F.; writing--original draft preparation, K.F. and K.O.; writing--review and editing, K.F. and K.O.; visualization, K.F. and K.O.; supervision, K.O.; project administration, K.O.; funding acquisition, K.O. All authors have read and agreed to the published version of the manuscript.  
This research was funded by the Natural Sciences and Engineering Research Council of Canada (NSERC) grant number RGPIN-2023-0519.  
As this systematic review did not involve recruiting participants, there was no review registration or protocol preparation.  
Not applicable.  
We would like to thank [PERSON] for taking part in the screening and evaluation processes.  
The authors declare no conflicts of interest. The funders had no role in the design of the study; in the collection, analyses, or interpretation of data; in the writing of the manuscript; or in the decision to publish the results.