Articles In Press / Online First
Back to the articles list |
Back to browse issues page
1- Hanoi University Of Physical Education and Sports, Ha Noi City, Vietnam.
2- An Giang University, Vietnam National University, Ho Chi Minh City, Vietnam. ,dcthuc@agu.edu.vn
2- An Giang University, Vietnam National University, Ho Chi Minh City, Vietnam. ,
Abstract: (49 Views)
Background. Chess is increasingly recognized as a potent educational tool for augmenting cognitive abilities and academic performance. However, empirical evidence among Vietnamese primary school students remains limited.
Objectives. This study aimed to assess the effects of an 8-week chess training program delivered through a blended learning approach on cognitive functions and academic outcomes in novice learners.
Methods. Utilizing a quasi-experimental design, 62 primary school students (Grades 4–5; mean age ≈10.6 years) were randomly assigned to an experimental group (n=32) and a control group (n=30). The experimental group received weekly 60-minute chess sessions combining face-to-face instruction with computer-mediated activities, covering chess fundamentals, tactics, endgame techniques, and opening principles. Pre- and post-intervention assessments measured academic performance via the School Performance Test (SPT), attention (short-term and minute-focused), and memory. Data were analyzed using one-way ANOVA, t-tests, and Pearson correlation analyses.
Results. The experimental group exhibited significant improvements in SPT scores (6.21 ± 0.34 to 8.02 ± 0.42; F=6.314, p=0.021) and short-term focused attention (45.34 ± 3.67 to 69.98 ± 4.12; F=4.897, p=0.042). Minute-focused attention (11.32 ± 1.45 to 17.23 ± 1.78; F=5.427, p=0.033) and auditory word memory showed marginal gains, whereas changes in literary creativity and digit memory were insignificant.
Conclusion. The findings indicate that blended chess training substantially enhances primary students' specific cognitive skills and academic performance.
Objectives. This study aimed to assess the effects of an 8-week chess training program delivered through a blended learning approach on cognitive functions and academic outcomes in novice learners.
Methods. Utilizing a quasi-experimental design, 62 primary school students (Grades 4–5; mean age ≈10.6 years) were randomly assigned to an experimental group (n=32) and a control group (n=30). The experimental group received weekly 60-minute chess sessions combining face-to-face instruction with computer-mediated activities, covering chess fundamentals, tactics, endgame techniques, and opening principles. Pre- and post-intervention assessments measured academic performance via the School Performance Test (SPT), attention (short-term and minute-focused), and memory. Data were analyzed using one-way ANOVA, t-tests, and Pearson correlation analyses.
Results. The experimental group exhibited significant improvements in SPT scores (6.21 ± 0.34 to 8.02 ± 0.42; F=6.314, p=0.021) and short-term focused attention (45.34 ± 3.67 to 69.98 ± 4.12; F=4.897, p=0.042). Minute-focused attention (11.32 ± 1.45 to 17.23 ± 1.78; F=5.427, p=0.033) and auditory word memory showed marginal gains, whereas changes in literary creativity and digit memory were insignificant.
Conclusion. The findings indicate that blended chess training substantially enhances primary students' specific cognitive skills and academic performance.
Keywords: Cognitive Enrichment, Blended Learning Approach, Attention Span Development, Memory Retention Strategies, Academic Performance Enhancement.
Full-Text [PDF 349 kb]
(8 Downloads)
APPLICABLE REMARKS
APPLICABLE REMARKS
- The findings of this study are directly applicable to the development of innovative educational strategies aimed at enhancing cognitive functions and academic performance among primary school students. By demonstrating significant improvements in attention and overall school performance following an 8-week chess training intervention, the results provide a compelling rationale for integrating chess into standard curricula. These outcomes may inform educational policymakers and curriculum developers on incorporating structured, strategy-based activities as complementary tools for cognitive enrichment.
Type of Study: Original Article |
Subject:
Sport Psychology and its Related Branches
Received: 2025/02/20 | Accepted: 2025/05/4
Received: 2025/02/20 | Accepted: 2025/05/4
References
1. 1. Gobet F, Simon HA. Templates in chess memory: a mechanism for recalling several boards. Cogn Psychol. 1996;31(1):1-40. [DOI:10.1006/cogp.1996.0011] [PMID]
2. Krogius N. Psychology in chess. New York, NY: RHM Press; 1972.
3. Ferguson R. Chess in education research summary. Paper presented at: Chess in Education: A Wise Move Conference at the Borough of Manhattan Community College; 1995. Available from: http://www.gardinerchess.com/publications/ciers.pdf
4. Linder D. The benefits of chess in education: a collection of studies and papers on chess and education. The Chess Educator. 1990.
5. Gobet F, Campitelli G. The role of domain-specific practice, handedness, and starting age in chess. Dev Psychol. 2007;43(1):159-172. [DOI:10.1037/0012-1649.43.1.159] [PMID]
6. Aciego R, García L, Betancort M. The benefits of chess for the intellectual and social-emotional enrichment in schoolchildren. Span J Psychol. 2012;15(2):551-559. [DOI:10.5209/rev_SJOP.2012.v15.n2.38866] [PMID]
7. Hong S, Bart WM. Cognitive effects of chess instruction on students at risk for academic failure. Int J Spec Educ. 2007;22(3):89-96.
8. Bodie GD, Powers WG, Fitch-Hauser M. Chunking, priming and active learning: toward an innovative and blended approach to teaching communication-related skills. Interact Learn Environ. 2006;14(2):119-135. [DOI:10.1080/10494820600800182]
9. Ferguson R. The impact of chess on the intellectual and social development of pupils. In: Proceedings of the 3rd International Conference on Thinking; 1988; Honolulu, HI.
10. Sala G, Foley JP, Gobet F. The effects of chess instruction on pupils' cognitive and academic skills: State of the art and theoretical challenges. Frontiers in Psychology. 2017;8:238. [DOI:10.3389/fpsyg.2017.00238] [PMID] []
11. Sala G, Gobet F, Trinchero R, Ventura S. Does chess instruction enhance mathematical ability in children? A three-group design to control for placebo effects. In Proceedings of the Annual Meeting of the Cognitive Science Society. 2016 (Vol. 38).
12. Tachie SA, Ramathe JM. Metacognition application: the use of chess as a strategy to improve the teaching and learning of mathematics. Education Research International. 2022;2022(1):6257414. [DOI:10.1155/2022/6257414]
13. Bart WM. On the effect of chess training on scholastic achievement. Frontiers in psychology. 2014;5:762. [DOI:10.3389/fpsyg.2014.00762] [PMID] []
14. Boat R, Cooper SB, Carlevaro F, Magno F, Bardaglio G, Musella G, Magistro D. 16 weeks of physically active mathematics and English language lessons improves cognitive function and gross motor skills in children aged 8-9 years. Int J Environ Res Public Health. 2022;19(24):16751. [DOI:10.3390/ijerph192416751] [PMID] []
15. Bontilă M. Dearborn Nonverbal Intelligence Test. Standardized for the Vietnamese population; 1971.
16. Gliga F, Flesner PI. Cognitive benefits of chess training in novice children. Procedia Soc Behav Sci. 2014;116:962-967. [DOI:10.1016/j.sbspro.2014.01.328]
17. Wechsler D. Wechsler Intelligence Scale for Children (WISC). New York, NY: The Psychological Corporation; 1949.
18. Sala G, Gobet F. Does chess instruction improve mathematical problem-solving ability? Two experimental studies with an active control group. Learn Behav. 2017;45(4):414-421. [DOI:10.3758/s13420-017-0280-3] [PMID] []
19. Bottino RM, Ferlino L, Ott M, Tavella M. Developing strategic and reasoning abilities with computer games at primary school level. Comput Educ. 2007;49(4):1272-1286. [DOI:10.1016/j.compedu.2006.02.003]
20. Gamino JF, Motes MM, Riddle R, Lyon GR, Spence JS, Chapman SB. Enhancing inferential abilities in adolescence: new hope for students in poverty. Front Hum Neurosci. 2014;8:924. [DOI:10.3389/fnhum.2014.00924] [PMID] []
21. Bilalic M, McLeod P, Gobet F. Does chess need intelligence? A study with young chess players. Intelligence. 2006;35:457-470. [DOI:10.1016/j.intell.2006.09.005]
22. Henrie CR, Bodily R, Manwaring KC, Graham CR. Exploring intensive longitudinal measures of student engagement in blended learning. International Review of Research in Open and Distributed Learning. 2015;16(3):131-55. [DOI:10.19173/irrodl.v16i3.2015]
23. Diamond A, Ling DS. Review of the evidence on, and fundamental questions about, efforts to improve executive functions, including working memory. Cognitive and working memory training: Perspectives from psychology, neuroscience, and human development. 2020:143-431. [DOI:10.1093/oso/9780199974467.003.0008]
24. Werdiningsih D, Al-Rashidi AH, Azami MI. The Development of Metacognitive Models to Support Students' Autonomous Learning: Lessons from Indonesian Primary Schools. Education Research International. 2022;2022(1):6102282. [DOI:10.1155/2022/6102282]
25. Thanh ND. Efficiency of The Application of Some Exercises of Tactical Combinations to Improve Student's Calculation Capacity in Chess Classes at HCMC University of Technology and Education. International Journal of Sport, Exercise and Health Research. 2019;3(2):49-53. [DOI:10.31254/sportmed.3205]
26. Diu HM , Thanh ND. Stockfish Chess Engine Software Application to Enhance Opening Playing Skills for Physical Education Students. International Journal of Human Movement and Sports Sciences. 2025;13(1):118-125. [DOI:10.13189/saj.2025.130113]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
