The board-game group showed greater pre-post improvement than controls in reading fluency, maths fluency and calculus in grades two to six¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2024 · checked against its sources 2026-10-22 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Time and time-group effects were found in all three academic tasks, with the experimental group experiencing the most significant improvement in Reading Fluency, Maths Fluency and Calculus. → Nuria Vita-Barrull 2024
Evidence¶
Nuria Vita-Barrull 2024¶
Nuria Vita-Barrull, Verónica Estrada-Plana, Jaume March-Llanes, Pablo Sotoca-Orgaz, Núria Guzmán, Rosa Ayesa, Jorge Moya-Higueras. (2024). Do you play in class? Board games to promote cognitive and educational development in primary school: A cluster randomized controlled trial. Learning and Instruction, 93. https://doi.org/10.1016/j.learninstruc.2024.101946
q3 · i? · causal · r2
Mixed-model analysis of the second-to-sixth-grade subsample of the cluster-randomised trial, assessed with the PREDISCAL screening. Play-group Reading Fluency rose from 17.48 to 23.29 versus 17.51 to 21.99 for controls; the play group also gained more in Maths Fluency and Calculus.
"Time and time-group effects were found in the three academic tasks: Reading Fluency (time: F = 701.37; p = 0.00; time-group: F = 11.66; p = 0.00), Maths Fluency (time: F = 318.15; p = 0.00; time-group: F = 5.68; p = 0.02), and Calculus (time: F = 283.58; p = 0.00; time-group: F = 4.57; p = 0.03). In all three tasks, the experimental group experienced the most significant improvement."
Discussion¶
Learner Variables¶
- Reading and Language — outcome: instruction changes it
- Reading Fluency — outcome: instruction changes it
Related Claims¶
- Playing modern board games in class produced greater pre-post improvement in working-memory updating than regular classes, in both first-grade and second-to-sixth-grade samples — related
- Classroom board-game play improved inhibition in first grade but not in grades two to six, where inhibition and flexibility improved in both groups — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
board-games-improve-reading-maths |
title |
The board-game group showed greater pre-post improvement than controls in reading fluency, maths fluency and calculus in grades two to six |
description |
The board-game group showed greater pre-post improvement than controls in reading fluency, maths fluency and calculus in grades two to six |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
source_checked |
2026-10-22 |
generated |
by process:wiki-ingest on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — nuria-vita-barrull-2024 |
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