Abstract

This study investigates the effects of mind and intelligence games on the critical thinking and problem-solving skills of primary school students. The research was designed using an explanatory sequential mixed-methods approach and involved a total of 55 fourth-grade students, 26 in the experimental group and 29 in the control group. Data were collected through a Personal Information Form, the Critical Thinking Skills Test, and the Problem-Solving Skills Scale. The analysis of pretest scores indicated no significant differences between the groups, confirming their equivalence prior to the intervention. Over the course of a 12-week intervention, six different mind and intelligence games were implemented with the experimental group. Following the intervention, semi-structured interviews were conducted with 10 students in the experimental group to explore their perceptions and experiences regarding the games. Findings revealed that mind and intelligence games substantially contributed to the development of students’ critical thinking skills. In addition, the games significantly enhanced their problem-solving skills. The majority of interviewed students reported positive influences of the games, particularly improvements in attention, engagement with mathematics, and overall academic growth.

Keywords: Critical thinking, Problem solving, Play, Mind and intelligence games, Primary school students

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How to cite

Katrancı, M., Kuşdemir, Y., & Karaca, E. T. (2026). The effect of mind and intelligence games on primary school students’ critical thinking and problem-solving skills. Education and Science, 1-22. https://doi.org/10.15390/ES.2025.2553