Board game-based intervention to improve executive functions and academic skills in rural schools: A randomized controlled trial

IF 3.4 Q2 NEUROSCIENCES Trends in Neuroscience and Education Pub Date : 2023-09-28 DOI:10.1016/j.tine.2023.100216

Nuria Vita-Barrull , Verónica Estrada-Plana , Jaume March-Llanes , Núria Guzmán , Carlos Fernández-Muñoz , Rosa Ayesa , Jorge Moya-Higueras

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Abstract

Introduction

This research intends to increase the knowledge about the use of board games in the classroom to train executive functions and academic skills. 99 children from rural schools were assessed in executive functions and academic skills.

Methods

Through a randomized controlled trial, they were assigned to a playing group (n = 51) and an active control group (regular classes without games, n = 48). Play program consisted of 12 sessions for 6 weeks with eight commercial board games.

Results

In flexibility, the playing group was significantly faster after the program (p= = .01, d = 0.76), but not the control group (p = .23; d = 0.35). Both groups improved in the academic tasks, but the significance in calculus was greater in the playing group (p = .00; d = 2.19) than in the control group (p = .01; d = 0.97).

Discusion

The use of board games during school hours could be as good or better methodology for cognitive training and learning academic skills than regular classes.

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基于棋盘游戏的干预提高农村学校执行功能和学习技能:一项随机对照试验

本研究旨在增加课堂上使用桌游的知识，以训练执行功能和学术技能。对99名农村学校儿童的执行能力和学习技能进行了评估。方法采用随机对照试验，随机分为游戏组(51例)和活动组(48例)。游戏计划包括6周的12个回合，其中包括8款商业棋盘游戏。结果在柔韧性方面，播放组在节目结束后显著提高(p= 0.01, d = 0.76)，而对照组无显著提高(p= 0.23;d = 0.35)。两组在学业任务上都有所提高，但在微积分上，游戏组的显著性更大(p = .00;D = 2.19)显著高于对照组(p = 0.01;d = 0.97)。与常规课堂相比，在学校时间玩桌游对于认知训练和学习学术技能来说是一种很好的甚至更好的方法。

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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