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Chess Instruction Improves Cognitive Abilities and Academic Performance: Real Effects or Wishful Thinking?

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Abstract

In accordance with the outcomes from a number of reports, there are cognitive and academic improvements derived from chess learning and chess playing. This evidence, however, endures three key limitations: (a) ignoring theoretical premises about the concept of transfer, (b) several shortcomings regarding ideal experiment guidelines, and (c) an uncritical faith in null hypothesis significance testing (NHST) statistical analyses. The present review scrutinized the NHST outcomes from 45 studies describing chess instruction interventions (n = 12,705) in nineteen countries that targeted cognitive ability (100 tests) and academic performance (108 tests), with a mean Hedge’s effect size g = 572 (95% CI = [0.127, 1.062]). There was a lower average statistical power, a higher proportion of false positive outcomes, larger publication biases, and lower replication rates for the studies in the academic performance domain than in the cognitive ability domain. These findings raised reasonable concerns over the evidence about the benefits of chess instruction, which was particularly problematic regarding academic achievement outcomes. Chess should perhaps be regularly taught, however, regardless of whether it has a direct impact or not in cognitive abilities and academic performance, because these are far transfer targets. The more likely impact of chess on near transfer outcomes from higher quality studies remains at present unexplored.

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Data Availability

Data is available in the supplemental material.

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Data and software code are available in Appendix 1 and 2.

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Acknowledgements

This research was done with the support of the County Council of Lleida (Diputació de Lleida), Grant ID: 202100063). This research was performed within the Catalonian Consolidated Research Group SGR 00008. 2017–2019 period. The comments and suggestions from four anonymous reviewers were very much appreciated.

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  1. Department of Psychology, Faculty of Education, Psychology and Social Work, University of Lleida, Avda de l’Estudi General, 4, 25001, Lleida, Catalonia, Spain

    Angel Blanch

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Appendix A

Appendix A

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Table 5 Input data corresponding to the p values of 100 tests of cognitive ability, and 108 tests of academic performance.
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5,

Table 6 R code used to estimate the z-curves in cognitive ability and academic performance tests.
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6

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Blanch, A. Chess Instruction Improves Cognitive Abilities and Academic Performance: Real Effects or Wishful Thinking?. Educ Psychol Rev 34, 1371–1398 (2022). https://doi.org/10.1007/s10648-022-09670-9

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