Abstract
Adolescent gambling is an increasing public health concern, posing risks to emotional and social development. Despite legal prohibitions, the normalization of gambling through advertising and informal contexts promotes cognitive distortions and unrealistic expectancies among youth. Evidence-based preventive programs using participatory and engaging methods are therefore crucial. This pilot study evaluated Game in Lab, a cluster-randomized school-based intervention co-developed by universities, local health services, and the third sector. The program employed board game activities and guided debriefing to enhance awareness, critical thinking, and emotional reflection on risk, aiming to deconstruct gambling-related misconceptions. A total of 210 students participated, and 129 completed pre- (T0) and post-intervention (T1) measures. Classes were randomized to intervention or control conditions. Quantitative outcomes included the Gambling Related Cognitions Scale (GRCS) and Gambling Expectancy Questionnaire-Modified (GEQ-MOD); qualitative data were collected through three focus groups with intervention students. Descriptive analyses indicated reductions in cognitions and expectancies across groups, but cluster-adjusted ANCOVAs did not confirm additional effects for the intervention group, which maintained slightly higher post-test scores. Conversely, thematic analysis showed increased critical thinking about probability, greater emotional awareness, and improved understanding of gambling risks. Overall, findings suggest that board games are a feasible and engaging tool for school-based gambling prevention. While quantitative results were mixed, qualitative evidence highlights their potential to foster reflection and awareness among adolescents. Future larger-scale studies with follow-ups are recommended.