“…However, most of these studies centre around what is called the "Chess Effect" hypothesis (Sala, Foley, Gobet, 2017), which is the idea that chess, by virtue of being a cognitively demanding game that involves logical and spatial reasoning, will be able to positively impact student's performance in school. This phenomenon would be what is called "far transfer", which means that the generalisation of chess-related skills is so far removed from what is being evaluated by academic performance that they are loosely related (Sala, Foley, Gobet, 2017), which is supported by other studies that suggest that chess-related skills are context-bound (Islam, Lee, Nicholas, 2021), and therefore not applicable to in-class settings and evaluations.…”