Nuria Vita-Barrull , Verónica Estrada-Plana , Jaume March-Llanes , Pablo Sotoca-Orgaz , Núria Guzmán , Rosa Ayesa , Jorge Moya-Higueras
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Do you play in class? Board games to promote cognitive and educational development in primary school: A cluster randomized controlled trial
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.
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.
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