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

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.

Keywords: Academic skills; Board games; Executive function; Rural school; School intervention.