Board games are increasingly used in primary grade classrooms for learning purposes but are they really making a difference in learning outcomes? Researchers at the University of Lleida and the University of Alcal´a, Spain tested the effectiveness of modern board games in school settings for memory and math skills. In the study, 234 third and fourth grade students (ages 8–10 years old) were divided into one of three groups: a general domain intervention playing memory board games, a specific domain intervention playing mathematical board games or a control group (regular classes without playing).
During the 8-week study, teachers carried out bi-weekly sessions during the last 30 minutes of mathematical lessons totaling 15 sessions. Before and after the intervention, the researchers individually measured verbal and visuospatial memory outcomes (short-term memory and working memory) and mathematical skills (number operations, number ranking, number production and problem solving).
Cognitive and Educational Development
The researchers found that playing board games seemed to improve executive function and academic skills. Notably in third grade (8 and 9 year olds), they found that playing math games showed significant improvements in visuospatial short-term memory and memory, number operations and number ranking compared to those who did these lessons without playing. In fourth grade (9 and 10 year olds), they found that playing memory games improved problem-solving skills, but with a small effect size.
The researchers concluded that playing board games can be a learning vehicle and not just a reward. They recommend board games as a complementary and cost-effective tool to usual educative practices, especially in third grade.
StepUp Note
This research reminds us of the many values of using interactive learning (such as game-playing) instead of direct teacher instruction when the goal is the development of independent learning and problem-solving skills. All StepUp to Learn programs are also interactive learning programs, where students actually see what is easy or hard for them, and they learn to learn from their mistakes as well. A good variety of different learning opportunities enriches more learning for more students than a standard set of sit-at-your-desk-and-pay-attention activities.
Note by Nancy W Rowe, MS, CCC/A
Original research published in Learning & Instruction