LEGO has been a childhood staple for decades. Even in the age of screens, its popularity has endured. And now, there might be more reason than ever to buy kids LEGO sets.
A new study has found that incorporating LEGO building into the daily teaching curriculum can lead to real improvements in learning — particularly for children aged six to seven.
The study, which involved 409 children from schools in Surrey and Portsmouth, showed that a six-week program — where teachers led structured LEGO-based activities — resulted in measurable gains in children’s mental rotation skills and mathematics performance.
“We’ve known for some time that spatial reasoning and maths are closely linked, however, most spatial training has been conducted in laboratory settings,” says lead author Professor Emily Farran, an expert in cognitive development. “Our study shows that spatial training delivered by teachers in the classroom is effective, with positive outcomes for their students.”
Spatial awareness and visualisation are key foundational skills. You may remember seeing school test questions where you’re shown a shape and asked to draw it from a different angle or imagine what it would look like if rotated. These skills are crucial for early mathematics and geometry and underpin problem-solving and critical thinking.
But it’s not as simple as dumping a box of LEGO on the ground and telling kids to go wild.
Teachers were trained to guide their students through structured LEGO-building exercises. They were encouraged to prompt students to think spatially — for example, to visualise and mentally manipulate the blocks — helping to foster and develop their spatial reasoning.
Another advantage? This kind of teaching is relatively low-cost. It doesn’t require expensive technology or additional teaching staff.
“Addressing underachievement and reducing disadvantage gaps in mathematics is an ongoing challenge for educators and policymakers,” says co-author Professor Camilla Gilmore, an expert in mathematical cognition. “Simple, hands-on spatial activities can have a powerful impact on learning and are an important avenue to improve children’s achievement and enjoyment of mathematics”.
Spatial intervention programs, such as the LEGO trial, have also been shown to support inclusion, particularly for children with special educational needs and disabilities.
“This research highlights the importance of spatial reasoning in mathematics education,” Farran says. “By incorporating spatial activities into the curriculum, we will equip the next generation to meet the heightened demands for critical thinking, problem solving and data-use brought about by technological and AI-enabled change.”
This research is published in Mind Brain and Education.