Research Supporting the Play Theory Project
The Play Theory Project is grounded in recent research showing that structured analog play can support learning, executive function, social-emotional development, classroom engagement, and wellness.
Research Highlights
Board, tabletop, and analog games support learning.
A 2023 systematic literature review in Frontiers in Psychology found that board, tabletop, and analog games have meaningful potential in learning environments, including student engagement, collaboration, and active learning.
Board games can strengthen executive function and academic skills.
A 2023 randomized controlled trial found that classroom board game interventions improved children’s executive functioning and academic skills, particularly cognitive flexibility and math-related performance.
Modern board and card games can support children at risk of social exclusion.
A 2023 randomized clinical trial examined modern board and card games as tools to improve updating, inhibition, and flexibility in children at risk of social exclusion.
Board games can improve knowledge, motivation, and interpersonal interaction.
A 2019 systematic review found that board game interventions can improve educational knowledge, strengthen interpersonal interaction, and increase participant motivation.
Tabletop role-playing games can support social-emotional learning.
A 2019 systematic review found that board game interventions can improve educational knowledge, strengthen interpersonal interaction, and increase participant motivation.
Board games have health and wellness applications.
A 2019 review in BioPsychoSocial Medicine identified board games as promising tools for health education, health promotion, behavior change, cognitive support, and social communication.
Selected Research Articles
The articles below represent a sample of recent peer-reviewed research that informs our work.
Education and Learning
Sousa, C., et al. (2023). “Playing at the School Table: Systematic Literature Review of Board, Tabletop, and Other Analog Game-Based Learning Approaches.” Frontiers in Psychology.
Supports: classroom learning, engagement, collaboration, instructional design, and educator use of analog games.
Executive Function and Academic Skills
Vita-Barrull, N., et al. (2023). “Board Game-Based Intervention to Improve Executive Functions and Academic Skills in Rural Schools: A Randomized Controlled Trial.”
Supports: executive function, cognitive flexibility, math skills, classroom-based intervention, and structured game use.
Moya-Higueras, J., et al. (2023). “Just Play Cognitive Modern Board and Card Games, It’s Going to Be Good for Your Executive Functions: A Randomized Controlled Trial with Children at Risk of Social Exclusion.” Children.
Supports: working memory, inhibition, flexibility, attention, and support for vulnerable youth populations.
Social-Emotional Learning
Stubbs, R., & Sorensen, N. (2025). “Tabletop Role-Playing Games and Social and Emotional Learning in School Settings.”
Supports: self-awareness, empathy, emotional regulation, communication, teamwork, and collaborative problem-solving.
Health, Wellness, and Social Connection
Noda, S., Shirotsuki, K., & Nakao, M. (2019). “The Effectiveness of Intervention with Board Games: A Systematic Review.” BioPsychoSocial Medicine.
Supports: knowledge development, motivation, interpersonal interaction, cognitive function, and health education.
Nakao, M. (2019). “Board Games as a Promising Tool for Health Promotion: A Review of Recent Literature.” BioPsychoSocial Medicine.
Supports: health promotion, behavior change, social connection, cognitive support, and wellness programming.
How We Apply Research
The Play Theory Project uses structured analog play to help educators, parents, mental health professionals, and community leaders use games with purpose. Our programs are designed to help participants build practical skills in:
Critical thinking
Executive function
Collaboration
Communication
Emotional regulation
Problem-solving
Classroom engagement
Social connection
Reflective learning
The research supports a central idea behind our work: games become more powerful when they are intentionally selected, thoughtfully facilitated, and followed by reflection.
Contribute to the Body of Evidence
We are always looking for institutional partners, academic collaborators, and field researchers to help expand the reach of Play Theory.