Exploring learning in classic African board games: a review of recent literature

Abstract A growing body of research on board games demonstrates that these games can function as learning environments and provide opportunities for learning across diverse contexts. Although learning is often conceptualized contextually within this literature, studies increasingly demonstrate that meaningful learning can occur through participation in board game environments. However, the relationship between board games and learning has been examined predominantly through the study of modern board games, with comparatively limited attention given to classic African board games. This literature review explores learning in classic African board games. This study serves two purposes as it highlights the state of research on classic African board games and the relationship of these games with learning. The fi ndings show that classic African board games are spaces where learning occurs and players engage in a constellation of literacies. The studies analyzed indicate that playing these games can facilitate mathematical learning, engage players in computational thinking and songoputation, and foster the development of skills related to science, engineering, and technology (i.e. STEM). These board games also allow for the exploration of artificial intelligence (AI), which results in the learning of new AI techniques. Classic African board games have the potential to simplify the learning of various subjects and the acquisition of skills relevant to the 21st century. As such, more empirical studies should be conducted to further investigate the connection between playing thesegames, their game mechanics and learning; and particularly the link between their gameplay and the learning of specific subjects such as mathematics, science, and engineering.