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Findings indicate that most participating teachers enjoy board-games, frequently bringing them into the classroom, valuing benefits such as logic building, creativity, relaxation, attention, strategy learning, motivation, and teamwork.",{"@graph":14,"@context":73},[15,34,56],{"@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/research-report/","Research & 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Học","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-12","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",10,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the purpose of this research?","Question",{"text":63,"@type":64},"The research studies primary school teachers’ attitudes toward playing board-games and their board-game playing practice.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What advantages do board-games provide according to the paper?",{"text":68,"@type":64},"Board-games make learning enjoyable, support logical thinking and creativity, help students relax, improve attention and strategy use, build teams, motivate learning, and strengthen problem-solving and communication.",{"name":70,"@type":61,"acceptedAnswer":71},"What did the study find about teachers’ board-game involvement?",{"text":72,"@type":64},"Most participating teachers love playing board-games, almost half also play in their private life, and most bring these games to the classroom.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},589025,1793144552,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,120,123,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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BOARD-GAMES  \nAND THEIR BOARD-GAME PLAYING PRACTICE 1  \nAna JUHÁSZ  \nAbstract: The usage of games in the process of teaching and learning is always advantageous, because children prefer to learn playfully. Board-games are particularly enjoyable for children.  \nThey do not learn consciously, but they enjoy playing together with their parents and siblings, because board-games bring together both family and friends. Playing board-games is not only a joyful activity, it also develops different skills of the player, as communication skills, strategy creating and problem solving competency, cooperation, etc. Nowadays there are many boardgames on sale, active board-game playing communities organize events, and a culture of playing board-games is developing. Thus integrating board-games in educational activities seems to be a natural process to follow. But this integration has many obstacles, as time and curriculum constrains, the lack of methodological knowledge of the teachers, inadequate choose of educational board-games for some subjects, etc. The aim of this research is to study primary school teachers’ attitude to playing board-games and their board-game playing practice. The results show that majority of the participating elementary school teachers love playing boardgames, almost half of them also play board games in their private life. Most of them bring these games to the classroom as well. Teachers love these games, because they are fun, teach logical thinking, make students creative, help them to relax, are team builders, motivate students to learn, get used to speed, develop attention, teach strategies, and are childhood favorites.  \nKey words: board-game, primary school, in-service teachers  \n1. Introduction  \nTeachers who realize that nowadays we need to examine the role of the teacher in the light of postmodern pedagogy, are trying to grant the challenges of making the teaching-learning process effective. Today, there would be very little to cling to traditional identities, as the teacher is no longer the well-head of knowledge. In the world of modern technology, this role can no longer be maintained. The teacher today is a professional pedagogue who is responsible for the effectiveness of learning processes (Birta–Székely, 2010) . Today, clever students do not have to be taught everything, teachers only have to provide the resources and tools that arouse their interest. This requires quite a lot of work and creativity from the teacher (Rogers–Feiberg, quoted by Klein 2013) .  \nGame and playfullness are positive elements in education that make learning and teaching attractive to both the student and the teacher. This positive effect is especially felt through board-games, not only in early childhood, but also later (Jesztl–Lencse, 2018) . Some teachers like to play board-games and also use board-games at school in certain moments ofthe lesson.  \nThis research aim to study primary school teachers’ attitude to board-games and their board-game playing habits.  \n2. Theoretical background  \nNowadays, it is a growing challenge to motivate children to learn. In our rapidly changing world, the approximately fifteen thousand hours that students spend in schools must be shaped by teachers so that  \n1 This paper was presented at the TDID Doctoral Students’ Conference, 14-16 May 2020.  \nfuture adults could succeed in life and realize themselves (Rogers, quoted by Klein 2013) . We need to bring something into the teaching-learning process that can capture children's attention in the world of technology and arouse their interest in learning.  \nFor children, game has always been the most natural medium where they felt home. Learning by playing is the most attractive form of learning for children. The teacher must pay attention not only to the communication of thoughts, but also to the colors, sounds and shapeable forms that give children more joy and more experiences (Winkler, 2003) . Perhaps civil","cbCaitfQ0r3Cin0d","https://ap.wps.com/l/cbCaitfQ0r3Cin0d","pdf",257155,"English","# 1. Introduction\n# 2. Theoretical background","[{\"question\":\"What is the purpose of this research?\",\"answer\":\"The research studies primary school teachers’ attitudes toward playing board-games and their board-game playing practice.\"},{\"question\":\"What advantages do board-games provide according to the paper?\",\"answer\":\"Board-games make learning enjoyable, support logical thinking and creativity, help students relax, improve attention and strategy use, build teams, motivate learning, and strengthen problem-solving and communication.\"},{\"question\":\"What did the study find about teachers’ board-game involvement?\",\"answer\":\"Most participating teachers love playing board-games, almost half also play in their private life, and most bring these games to the classroom.\"}]","Primary School Teachers' Attitude to Board-Games and Their Board-Game Playing Practice - 1 | PDF",1792066401,15]