The Effects of an 8-Week Chess Intervention on Cognitive and Academic Outcomes

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 assessed the effects of an 8-week chess training program delivered through a blended learning approach on novice learners' cognitive functions and academic outcomes.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).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.