The Effects of Chess on Cognitive Abilities and Critical Thinking of High School Students in Riyadh

Abstract

This study investigates the relationship between chess proficiency and diverse cognitive functions in high school students in Riyadh, Saudi Arabia. While previous research has documented the benefits of chess on problem-solving, critical thinking, and memory in Western contexts, little is known about its impact within rapidly modernizing educational environments such as Riyadh. Utilizing a purposive sample of 120 tenth-grade students familiar with basic chess rules, participants completed three standardized cognitive assessments: the Trail Making Test (pattern recognition and cognitive flexibility), the Stroop Test (inhibitory control), and the Backward Digit Span (short-term working memory). Chess skill was quantified via Elo ratings ranging from 100 to 1750. Correlational analyses revealed a modest positive association between Elo and Trail Making accuracy (r = 0.215, p < .01), suggesting that higher chess expertise corresponds to superior visual-spatial processing and cognitive flexibility. The relationship between Elo and Stroop performance was weakly positive for correct responses (r = 0.055, p = .40) and negative for errors (r = –0.177, p < .05), indicating a slight enhancement of inhibitory control among stronger players. No significant correlation emerged between Elo and Backward Digit Span scores (r = –0.070, p = .28), implying that chess proficiency may not generalize to non-domain-specific working memory tasks. These results align with domain-specific transfer theories and underscore the multifactorial nature of cognitive skill development. Findings highlight chess as a valuable, yet targeted, tool for fostering certain executive functions in adolescents. Future research should employ longitudinal and experimental designs to establish causality and explore additional cognitive domains.