Teachers Views on the Effects of Verbal Intelligence Games on Children s Scientific Reasoning Skills, Problem-Solving Skills, Motivation, and Academic Achievement

This study aimed to explore teachers' views on the perceived contributions of verbal intelligence games (VIG) to children's scientific reasoning, problem-solving skills, motivation to learn, and academic achievement. Grounded in a phenomenological qualitative paradigm, this study sought to capture participants' perceptions and experiences regarding the phenomenon of interest. Participants were recruited through convenience sampling, which is a non-probability sampling strategy. Data were gathered via semi-structured interviews and analyzed following the principles of inductive content analysis. The findings revealed that teachers believed VIG could support the development of children's scientific reasoning, problem-solving skills, learning motivation, and academic achievement. Furthermore, teachers emphasized that VIG supported learning, promoted cognitive development, increased students' interest in lessons, facilitated personalized learning, provided an enjoyable learning environment, helped sustain students' attention, and encouraged active classroom participation. However, teachers also reported encountering several challenges during the implementation of VIG, including inadequate technological infrastructure, a lack of age-appropriate content, overcrowded classrooms, and the risk of technology-related addiction. Based on the findings, several recommendations for future research and educational practice were proposed.