Estrada-Plana Verónica, Martínez-Escribano Andrea, Ros-Morente Agnès, Mayoral Maria, Castro-Quintas Agueda, Vita-Barrull Nuria, Terés-Lleida Núria, March-Llanes Jaume, Badia-Bafalluy Ares, Moya-Higueras Jorge
Department of Psychology, Sociology and Social Work, University of Lleida, 25001 Lleida, Spain.
Parc Sanitari de Sant Joan de Déu de Sant Boi, C/del Antoni Pujadas, 42, 08830 Sant Boi de Llobregat, Spain.
Brain Sci. 2024 Jun 26;14(7):642. doi: 10.3390/brainsci14070642.
The aim of the study was to test the effectiveness of cognitive interventions based on modern board games in school settings to improve memory outcomes and math skills. A parallel, quasi-experimental study was carried out with children ( = 234) into third and fourth grades (8-10 years old). School centres were allocated into a general domain intervention (playing memory board games), a specific domain intervention (playing mathematical board games) or a control group (regular classes without playing). Teachers carried out bi-weekly sessions during the last 30 min of mathematical lessons (8 weeks, 15 sessions). Before and after intervention, we individually measured verbal and visuospatial memory outcomes (short-term memory and working memory updating) and mathematical skills (number operations, number ranking, number production and problem solving). The results showed significant transfer effects of both memory and math trainings. In third grade, we found that playing math games showed medium-large effect sizes in visuospatial short-term memory and updating memory, number operations and number ranking compared to the control group. In fourth grade, we found that playing memory games showed significant small effect sizes in problem solving compared to the control group. Playing board games could be a methodology that enhances cognitive and mathematical development in children.
本研究的目的是测试在学校环境中基于现代棋盘游戏的认知干预措施对改善记忆结果和数学技能的有效性。对三、四年级（8 - 10岁）的234名儿童进行了一项平行的准实验研究。学校中心被分配到一个通用领域干预组（玩记忆棋盘游戏）、一个特定领域干预组（玩数学棋盘游戏）或一个对照组（正常上课，不玩游戏）。教师在数学课的最后30分钟每两周进行一次课程（共8周，15次课程）。在干预前后，我们分别测量了言语和视觉空间记忆结果（短期记忆和工作记忆更新）以及数学技能（数字运算、数字排序、数字生成和问题解决）。结果显示记忆训练和数学训练均有显著的迁移效应。在三年级，我们发现与对照组相比，玩数学游戏在视觉空间短期记忆、更新记忆、数字运算和数字排序方面显示出中等至较大的效应量。在四年级，我们发现与对照组相比，玩记忆游戏在问题解决方面显示出显著的小效应量。玩棋盘游戏可能是一种促进儿童认知和数学发展的方法。
