The Effects of Chess Instruction on Academic and Non-cognitive Outcomes: Field Experimental Evidence from a Developing Country

Abstract

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No Barriers: Strategies and Best Practices for the Employment of Individuals with Intellectual Disability

“…However, most of these studies centre around what is called the "Chess Effect" hypothesis , which is the idea that chess, by virtue of being a cognitively demanding game that involves logical and spatial reasoning, will be able to positively impact student's performance in school. This phenomenon would be what is called "far transfer", which means that the generalisation of chess-related skills is so far removed from what is being evaluated by academic performance that they are loosely related , which is supported by other studies that suggest that chess-related skills are context-bound (Islam, Lee, Nicholas, 2021), and therefore not applicable to in-class settings and evaluations.…”

Analogue Game-Based Learning to Address Underemployment of People with Intellectual Disability: Resources and Best Practices

“…However, most of these studies centre around what is called the "Chess Effect" hypothesis (Sala, Foley, Gobet, 2017), which is the idea that chess, by virtue of being a cognitively demanding game that involves logical and spatial reasoning, will be able to positively impact student's performance in school. This phenomenon would be what is called "far transfer", which means that the generalisation of chess-related skills is so far removed from what is being evaluated by academic performance that they are loosely related (Sala, Foley, Gobet, 2017), which is supported by other studies that suggest that chess-related skills are context-bound (Islam, Lee, Nicholas, 2021), and therefore not applicable to in-class settings and evaluations.…”

The Role of Trainee Selection in the Effectiveness of Vocational Training: Evidence from a Randomized Controlled Trial in Nepal

“…As a result, based on observed standard deviations in the actual outcomes for the control groups, we compute the minimum detectable e↵ect size (MDES) for each outcome for which it would have adequate statistical power. We follow the standard practice and consider 80% power with a two-sided test at 5% significance level (Islam et al, 2021). A true positive impact smaller than the corresponding MDES will have less than an 80% chance of being identified.…”