Do you play in class? Board games to promote cognitive and educational development in primary school: A cluster randomized controlled trial

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2024-05-27 DOI:10.1016/j.learninstruc.2024.101946

Nuria Vita-Barrull , Verónica Estrada-Plana , Jaume March-Llanes , Pablo Sotoca-Orgaz , Núria Guzmán , Rosa Ayesa , Jorge Moya-Higueras

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引用次数: 0

Abstract

Research aims

The aim of this study was to assess the effects of a school intervention programme based on modern board games during school hours on basic executive functions and on academic skills (reading and maths).

Methodology

A total of 522 (age in years = 8.83 ± 1.85 SD; % female = 45.5) primary school students were enrolled. We conducted a cluster-randomised controlled trial, with one experimental group (playing board games in class) and one control group (regular classes) in all grades from first to sixth. Mixed model analysis was applied.

Results and conclusion

In the pre-post comparisons, children from the experimental group showed greater improvements in updating and in academic skills than the control groups. To conclude, playing modern board games in the classroom could be better for learning and cognitive development than direct-instruction methodologies.

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你在课堂上玩游戏吗？促进小学认知和教育发展的棋盘游戏：分组随机对照试验

研究目的本研究旨在评估基于现代棋盘游戏的学校干预计划对基本执行功能和学业技能（阅读和数学）的影响。方法共招募了 522 名小学生（年龄为 8.83 ± 1.85 SD；女生比例为 45.5）。我们进行了分组随机对照试验，在一至六年级各设一个实验组（在课堂上玩棋盘游戏）和一个对照组（正常上课）。结果和结论在前后比较中，实验组儿童在更新和学习技能方面比对照组有更大的进步。总之，在课堂上玩现代棋盘游戏比直接教学法更有利于学习和认知发展。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.