COGNITIVE BENEFITS OF CHESS ENGAGEMENT: IMPACT ON EXECUTIVE FUNCTIONS AND PROBLEM-SOLVING ABILITIES
DOI:
https://doi.org/10.32524/ukmcic.v3i1.2294Keywords:
chees education, executive functions, problem-solving skills, cognitive transfer, far transferAbstract
This review examines whether cognitive skills associated with chess engagement transfer to non-chess cognitive tasks, academic performance, and real-world problem-solving. It addresses two questions: (1) to what extent chess-related executive-function benefits transfer to general cognitive and academic settings, and (2) how effectively chess-related problem-solving applies to decision-making beyond the game. A structured literature review synthesized 15 journal articles published between 2016 and 2026, selected for their relevance to executive functions, working memory, attention, critical thinking, mathematical problem-solving, and decision-related outcomes. The findings were mixed. Some studies reported benefits in specific measures, including working memory, concentration, processing speed, visual perspective-taking, mathematical problem-solving, or risk preferences. However, controlled studies also found no consistent improvement in broad academic achievement or in several cognitive and non-cognitive outcomes. Evidence for far transfer to everyday decision-making was particularly limited, while findings from cross-sectional and correlational studies could not establish causal effects. Overall, chess may be a useful supplementary educational activity, especially when instruction explicitly teaches problem-solving strategies that learners can apply in other contexts. Chess engagement alone, however, should not be assumed to improve general cognitive or academic abilities. Further controlled research with follow-up assessments and authentic real-world measures is needed.
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Copyright (c) 2026 Muhammad Dimas Mahaputra, Yohanes Alvito Winitra, Sherly Deslinayah
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