In the study, the effect of mind and intelligence games on students’ problem-solving skills, social skills, and attitudes toward the computer course was examined. A sequential explanatory design, one of the mixed research methods, was used in the study. In the quantitative dimension, a quasi-experimental design was employed, while in the qualitative dimension, the interview technique was preferred. The study group consisted of students, 25 (56%) of whom were female and 19 (44%) male. The study utilized the Problem-Solving Inventory for Children, the Social Skills Scale, the Attitude Scale Toward the Computer Course, and an interview form. In the experimental group, 12 different mind and intelligence games were played over a period of six weeks. The control group students continued their lessons using the existing teaching method. According to the findings obtained at the end of the research, the sub-factors of the Problem-Solving Inventory for Children and the overall problem-solving skill post-test scores of the experimental group were higher than those of the control group. Based on the findings of the Social Skills Scale, the post-test scores of the experimental group were also higher than those of the control group. However, in the data from the Attitude Scale Toward the Computer Course, no significant differences were found between the post-test scores of the experimental and control groups.
Özen et al. (Sat,) studied this question.