## 5 Conclusions  
We have presented a synthesis of the research on using mnemonics serious games aimed to promote long-term learning using [PERSON] et al. 's [34] GPS model as an analytical framework. The analyzed games spanned a two-decade period from 1996 to 2023, with at least one game per year in the last decade. After [PERSON] et al. [46] in 2011 closed the hiatus owing to a lack of studies on mnemonics serious games between 1996, when [PERSON] [41] and [PERSON] and [PERSON] [37] first published their work on the subject matter, and 2011, the number of such studies has remained virtually constant each year. Given the consistent interest in and publications on the subject matter over the last decade, it is worth analyzing the characteristics of the published games, their strengths and weaknesses, and their effectiveness. Doing so may help create better and more effective games in future research and intervention efforts The key findings of the scoping review are as follows. First, mnemonics serious games have been slowly but steadily increasing in number, and they tend to focus on personal use. Ironically, they have not been released to the public yet. Second, mnemonics in serious games are created by people rather than computers, and the people in question are the game designers rather than the players. Third, mnemonics serious games have generally had a positive outcome with regard to improving users' memory. They are also generally found enjoyable but not particularly memorable. Fourth, most of the mnemonics serious games that provide mnemonics do not support self-created mnemonics; at best, they only nudge players to do so outside the games. Meanwhile, games that involve players creating their own mnemonics either provide clear guidance on how to do so or possibly purposefully leave players to their own devices. In conclusion, based on the above findings, we recommend that more work be performed regarding the use of serious games to promote long-term learning, with a focus on self-created mnemonics, the simultaneous use of images and text, unexplored subject areas such as human-computer interaction, and social contexts. More importantly, there is a need for experimental research on actual games (products, not prototypes) used in promoting long-term learning in real-life settings, particularly in middle schools, high schools, and tertiary institutions. This research was funded by the Natural Sciences and Engineering Research Council of Canada (NSERC) Discovery Grant (RGPIN-2023-0519) of the second author. We would like to thank [PERSON], a research assistant referred to as OI in this paper, for taking part in the screening process. 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. * [PERSON] et al. (2019) [PERSON]; [PERSON]; [PERSON] What do students remember about introductory psychology, years later? _Scholarsh. Teach. Learn. Psychol._**2019**, \(5\), 61. [CrossRef]
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