This review aimed to identify and characterize computerized neuropsychological instruments used for executive function (EF) assessment, with a focus on digital games. Guided by the PRISMA-ScR protocol, the review included studies from multiple databases without time restrictions, resulting in the selection of 312 studies from an initial pool of 3,347. Most studies were published between 2020 and 2022, predominantly in North America and Europe. While computerized tests (n = 283) were widely used and more established, digital games (n = 29) were less common and mainly in exploratory stages. The most frequently assessed EF components were core domains such as working memory, inhibitory control, and cognitive flexibility. Children and adolescents were underrepresented among the study populations. The analysis revealed wide variation in game terminology, technology, and outcome indicators, reflecting a lack of standardization. Overall, computerized tests dominate the field in both research and clinical practice. Although digital games hold significant potential for EF assessment, especially due to their engaging nature, more research is needed to standardize these tools and establish their psychometric validity. The review contributes to mapping the current landscape and identifying critical gaps for future development and implementation of digital tools in neuropsychological assessment.

This review aimed to identify and characterize computerized neuropsychological instruments used for executive function (EF) assessment, with a focus on digital games. Guided by the PRISMA-ScR protocol, the review included studies from multiple databases without time restrictions, resulting in the selection of 312 studies from an initial pool of 3,347. Most studies were published between 2020 and 2022, predominantly in North America and Europe. While computerized tests (n = 283) were widely used and more established, digital games (n = 29) were less common and mainly in exploratory stages. The most frequently assessed EF components were core domains such as working memory, inhibitory control, and cognitive flexibility. Children and adolescents were underrepresented among the study populations. The analysis revealed wide variation in game terminology, technology, and outcome indicators, reflecting a lack of standardization. Overall, computerized tests dominate the field in both research and clinical practice. Although digital games hold significant potential for EF assessment, especially due to their engaging nature, more research is needed to standardize these tools and establish their psychometric validity. The review contributes to mapping the current landscape and identifying critical gaps for future development and implementation of digital tools in neuropsychological assessment.