RT Journal Article
T1 Stalemate? The complex relationship between educational chess and students' skills
A1 Choi, Álvaro
A1 Hurtado, Marta
A1 Santín, Daniel
A1 Sicilia, Gabriela
A1 Simancas, Rosa
AB Over the last decade, an increasing number of countries have integrated chess as a pedagogical tool and even as core content of their academic curricula. Nonetheless, the evidence regarding the causal effects of chess on a range of skills remains inconclusive. We report new evidence of the impact of learning chess in school on a set of cognitive and non-cognitive skills of 12-year-old students to shed light on this matter. To do this, we take advantage of the implementation of a phase-in program introducing chess into a set of schools in Catalonia (Spain). This experimental setting enables us to estimate the causal effects of practicing educational chess at school on critical thinking, attention, patience, and risk aversion. Results show that, after one academic year, the differences between the treated and control group are not statistically significant for any of these outcomes. Students who took part in the chess program significantly outperformed the students in the control group only in terms of their chess-playing knowledge and proficiency.
PB Elsevier
SN 1871-1871
YR 2025
FD 2025-03-12
LK https://hdl.handle.net/20.500.14352/120475
UL https://hdl.handle.net/20.500.14352/120475
LA eng
NO Choi, Á., Hurtado, M., Santín, D., Sicilia, G., & Simancas, R. (2025). Stalemate? The complex relationship between educational chess and students’ skills. Thinking Skills and Creativity, 57, 101819.
NO Fundación La Caixa
DS Docta Complutense
RD 20 dic 2025