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The review addresses why chess is considered effective, including which components help produce success and how basic features of chess can be linked to lessons and cognitive structures.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/chess-and-education-article-5/602198/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/chess-and-education-article-5/602198.png","ImageObject",300,407,{"name":42,"@type":43},"acoobca","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":26},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the main purpose of the review on chess and education?","Question",{"text":62,"@type":63},"The review explains how chess improves students’ abilities and why chess is considered effective in educational contexts.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Does the review rely mainly on experiments or test scores?",{"text":67,"@type":63},"No. Quantitative samples, experimental designs, and test scores are not the main focus; 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It has been accepted for inclusion in Educational Considerations by an authorized administrator of New Prairie Press. For more information, please [contact](contact cads@k-state.edu)[ cads@k-state.edu](contact cads@k-state.edu).  \nChess and Education  \nGülçin Karakuş  \nAbstract  \nThis review presents how chess improves student abilities and underlines inferences about  \nchess and its educational benefits. In this study, quantitative samples, experimental designs,  \nor test scores of studies are not the main focus. Numerous empirical studies and limited  \nreview studies about chess instruction in the literature express the effect of chess on students’success and mental skills. However, almost all of these studies address only positive effects;  \nthis review attempts to explain how chess achieves this success. What are the other  \ncomponents of this effect? Is it possible to determine how chess impacts education? The  \nquestion is how and why chess is considered so effective.  \nIs it possible to present examples by linking basic features of chess, lessons, and cognitive  \nstructures?  \nKeywords: chess, education, students  \nChess Game  \nAn Indian proverb says,“Chess is a sea in which a gnat may drink, and an elephant may  \nbathe.” Chess, a traditional strategy game, was first found in India about 1,500 years ago  \n(Joseph et al., 2016) . Legend has it that an Indian king told a sage to develop a tool to  \nincrease children’s thinking skills and make them better warriors on the battlefield. The result is chess. Over the years, after the invention of chess, the game has spread worldwide (Joseph  \net al., 2016) .  \nBilali´c et al. (2007) define chess as the king of board games. Similarly, Köksal (2016)  \nexpands on this definition and indicates it is known as the game of kings, an offensive  \neducational activity with many features, and a perfect mind sport in predicting creative  \nintelligence. Şeb and Bulut Serin (2017) add that chess fully uses the mind. Maas and  \nWagenmakers (2004) emphasize three basic features of chess: tactical skill, decision-making,  \nand knowledge of how to finish the game. Trinchero (2013) states that chess is the most  \npopular game associated with intelligence, strategy, and logic. It presents students with  \nvarious problem situations in a competitive environment, thus increasing their creativity  \n(Ferguson, 1995) . On the other hand, Unterrainer et al. (2011) define chess as a game of  \ntactics depending on the probability of correctly predicting the combinations of moves and  \nthe results of those combinations. Moreover, Horgan and Morgan (1986) emphasize that  \nchess has been called efficient in cognitive psychology, yet it is a highly complex game that  \nenables people to think, use their cognitive abilities, plan, and execute these plans well.  \nChess improves students’ planning ability (Dauvergne, 2000) . When encountering a problem in chess, one makes a plan, tries the plan, and sees the positive or negative result. The results  \nof this experience influence how one faces similar problems in the future. A systematic  \ncontrol mechanism is f","cbCaicLHGP1qHD7k","https://ap.wps.com/l/cbCaicLHGP1qHD7k","pdf",392452,17,"English","# Abstract\n# Chess Game\n## Origins and definitions of chess\n## Chess and students’ planning skills\n## Chess beyond a simple strategy game","[{\"question\":\"What is the main purpose of the review on chess and education?\",\"answer\":\"The review explains how chess improves students’ abilities and why chess is considered effective in educational contexts.\"},{\"question\":\"Does the review rely mainly on experiments or test scores?\",\"answer\":\"No. Quantitative samples, experimental designs, and test scores are not the main focus; the review emphasizes findings from empirical and review studies.\"},{\"question\":\"How does the document describe chess’s effect on students’ cognitive skills?\",\"answer\":\"It highlights planning and critical thinking, noting that chess requires mental planning and can strengthen students’ problem-solving approaches over time.\"}]","Chess and Education - Article 5 | PDF",1792094216,43]