The ChessAIThon project (2025-1-ES01-KA220-VET-000354329) is co-funded by the European Union. The views and opinions expressed in this publication are those of the author(s) only and do not necessarily reflect those of the European Union or the Spanish Service for the Internationalisation of Education (SEPIE). Neither the European Union nor the National Agency SEPIE can be held responsible for them.
Table of Contents
Beyond cognition, chess inherently develops metacognitive skills, as the decision-making cycle reflects key learning strategies.
During planning, a player formulates strategic goals — for example, controlling the center or initiating an attack — analogous to setting learning objectives or designing a project.
Monitoring occurs as the opponent responds, requiring constant assessment of the plan’s effectiveness and recalibration of calculations, much like a student tracking progress or verifying comprehension. Finally, evaluation takes place through post-game analysis, where players reflect on mistakes, identify alternative strategies, and consolidate insights, directly paralleling academic practices such as reviewing an assignment or exam to improve future performance.