This study compared two brief prevention interventions for problem gambling. The interventions were designed to improve critical thinking skills regarding gambling products and marketing. The interventions had the same content, but one was delivered as a psychoeducation intervention involving a lecture, while the other was an interactive intervention with activities, games, and group discussions. A total of 395 university and vocational training students were randomly assigned to either one of the interventions.
Both interventions resulted in improvements, but the interactive intervention led to even larger decreases in gambling severity and harms at the one-month follow-up. While the interactive intervention might also lead to greater improvements in bet amount, gambling misbeliefs, and negative attitudes toward gambling, these results should be interpreted with caution.
