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) prim...
| Autores: | , , , , , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2024 |
| País: | España |
| Institución: | Universidad de Alcalá (UAH) |
| Repositorio: | e_Buah Biblioteca Digital Universidad de Alcalá |
| Idioma: | inglés |
| OAI Identifier: | oai:ebuah.uah.es:10017/67184 |
| Acceso en línea: | http://hdl.handle.net/10017/67184 https://dx.doi.org/https://doi.org/10.1016/j.learninstruc.2024.101946 |
| Access Level: | acceso abierto |
| Palabra clave: | Pedagogías lúdicas Aprendizaje basado en juegos Juegos de mesa Playful pedagogies Modern board games Game-based learning Educación Education |
| Sumario: | 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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