Strategist in games, strategist in study: building block play as a tool in the development of learning skills.

Abstract BackgroundBuilding Block Play (BBP) supports cognitive, social, and emotional development and has been linked to enhanced skills in mathematics, visuo-spatial reasoning, problem-solving, and creativity. AimsGiven the overlap between the cognitive demands of BBP and study strategies, this study investigated whether BBP skills predict the use of study strategies and academic performance. SampleEighty-six students in the fourth and fifth grade (M age = 9.37; SD = 0.61) participated. MethodsParticipants completed a timed LEGO construction task and were assessed using the Study Approach Questionnaire (QAS – from Learning Skills and Motivation: Assessment Tests for Ages 8 to 15), which evaluates knowledge, use, and coherence of study strategies. Academic grades in Mathematics, Literacy, History, and Geography were recorded. ResultsStudents who completed the BBP task within the time limit scored higher across subjects and showed greater strategic coherence. Higher BBP efficiency - indicated by faster completion, fewer errors, and less reliance on help - was associated with better study strategy performance and academic outcomes. Structural Equation Modeling (χ2 = 25.190, p <.001; CFI = 0.937) confirmed that BBP predicted grades both directly and indirectly through its positive effects on study strategies. ConclusionBBP contributes to academic achievement both directly and through its impact on study strategies, highlighting its role in the development of metacognitive competencies underlying school success.