Effects of a Lichess-Supported Blended Learning Model on Achievement, Tactical Ability, and Engagement in an Elective University Chess Course within Physical Education

Abstract

This quasi-experimental study examined whether a Lichess-supported blended learning model improved outcomes in an elective university chess course delivered within a physical education program. Two parallel classes at Ho Chi Minh City University of Technology and Education were assigned to an experimental group (n = 100) and a control group (n = 100). Both groups followed the same course objectives and assessment framework; however, the experimental group additionally completed structured Lichess-based activities for guided practice, tactical training, self-study, and online competition. Four outcome domains were assessed: course performance, tactical ability, learning engagement, and learning perceptions and experiences. At posttest, the experimental group outperformed the control group in course performance (7.92 ± 0.88 vs. 6.95 ± 1.02), tactical score (14.50 ± 2.10 vs. 11.70 ± 2.40), learning engagement (7.92 ± 0.96 vs. 5.96 ± 1.01), and learning perceptions and experiences (4.35 ± 0.43 vs. 3.72 ± 0.51), with statistically significant between-group differences. Overall, the findings indicate that a structured digital platform can strengthen sports pedagogy in a mind-sport context when it is embedded in purposeful instructional design rather than used merely as an auxiliary learning tool.