Systematic Review: Benefits of Board Games in the Field of Social Education with Children Aged 6 to 18 Years Old
Abstract This article deals with the systematic review of the literature to study —if any— benefits improve the integral development of children and adolescents (between 6 and 18 years old) when board games are used, whether they are commercial or designed for a specific purpose. The purpose of this study is to gather information and synthesize it to answer questions such as: Do board games have benefits beyond mere entertainment at an educational and/or social level in children and adolescents? What are these benefits? In what areas or levels are they developed? Are the games used games created by the participants/researchers themselves or commercial board games? For this purpose, were analyzed scientific productions in the period from 2016 to 2020. The results show the growing interest in this topic in recent years. In the same way, the main advantages of implementing board games in three fields of action are shown: health, school, and social. It is concluded that the games are resources and tools available to anyone who wants to use them, but they are not exclusive. In other words, using board games as a proposal in our socio-educational plans (prevention or intervention) does not mean their exclusive use in isolation from other materials, resources, or methodologies. They can be used in combination with other methods.
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Davenport, C. A., Konrad, M., & Alber-Morgan, S. R. (2019b). Effects of Reading Racetracks on Sight Word Acquisition for Deaf Kindergarteners. Journal of Deaf Studies and Deaf Education, 24(2), 173–185. 10.1093/deafed/eny038
Dell’Angela, L., Zaharia, A., Lobel, A., Vico Bergara, O., Sander, D., & Samsom, A. (2020). Board Games on Emotional Competences for School-Age Children. Games for Health Journal, 9(3), 187–196. 10.1089/g4h.2019.0050
Díez, J. (2015). Juegos de mesa, una moda con fundamento. Escritura pública, 53, 58-59.
Duxbury, T., Bradshaw, K., Khamanga, S., Tandlich, R., & Srinivas, S. (2019). Environmental health promotion at a National Science Festival: An experiential-education based approach. Applied Environmental Education & Communication, 19(2), 155–170. 10.1080/1533015X.2019.1567406
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Estrada-Plana, V., Esquerda, M., Mangues, R., March-Llanes, J., & Moya-Higueras, J. (2019). A Pilot Study of the Efficacy of a Cognitive Training Based on Board Games in Children with Attention Deficit/Hyperactivity Disorder: A Randomized Controlled Trial. Games for Health Journal, 8(4), 265–274. 10.1089/g4h.2018.0051
Ezezika, O., Oh, J., Edeagu, N., & Boyo, W. (2018). Gamification of nutrition: A preliminary study on the impact of gamification on nutrition knowledge, attitude, and behaviour of adolescents in Nigeria. Nutrition and health, 24(3), 137–144. 10.1177/0260106018782211
Fernández Menchaca, J. (2019). El juego y la Educación Social en los Servicios Sociales de Bizkaia. En S. Blasco Perales (ed.), Educar jugando: un nuevo reto para el siglo XXI (3.ª ed., pp. 279-283). Nexo Ediciones.
García-Peñalvo, F. J. (2017). Mapeos sistemáticos de literatura, revisiones sistemáticas de literatura y benchmarking de programas formativos. Grupo GRIAL. 10.5281/zenodo.1067680
García-Peñalvo, F. J. (2022). Developing robust state-of-the-art reports: Systematic Literature Reviews. Education in the Knowledge Society, 23, Article e28600. 10.14201/eks.28600
Gibbon, J. M., Duffield, S., Hoffman, J., & Wageman, J. J. (2017). Effects of Educational Games on Sight Word Reading Achievement and Student Motivation. Journal of Language & Literacy Education, 13(2), 1–27.
Gontijo, D. T., de Sena e Vasconcelos, A. C., Monteiro, R. J., Facundes, V. L., Trajano, M. de F., & de Lima, L. S. (2016). Occupational Therapy and Sexual and Reproductive Health Promotion in Adolescence: A Case Study. Occupational Therapy International, 23(1), 19–28. 10.1002/oti.1399
González De Dios, J., Buñuel, J. C., & Aparicio, M. (2011). Listas guía de comprobación de revisiones sistemáticas y metaanálisis: Declaración PRISMA. Evidencias en Pediatría, 7(4), Artículo 97.
Gonzalo-Iglesia, J. L., Lozano-Monterrubio, N., & Prades Tena, J. (2018). Noneducational board games in University Education. Perceptions of students experiencing Game-Based Learning methodologies, 41, 45-62. 10.24140/issn.1645-7250.rle41.03
Guest, E., Jarman, H., Sharratt, N., Williamson, H., White, P., Harcourt, D., & Slater, A. (2020). ‘Everybody’s Different: The Appearance Game’. A randomised controlled trial evaluating an appearance-relates board game intervention with children aged 9-11 years. Body Image, 36, 34–44. 10.1016/j.bodyim.2020.09.010
Guinot Cuesta, J., & Moreno Garrido, B. (2020). El Estado del Mercado de Juegos de Mesa en España 2020. Un toque de juegos. https://bit.ly/3XVIZZv
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