How a four-player mindsport is reshaping teaching and learning in Brazil and beyond
In classrooms across Ceará, Brazil, something unusual has been taking place. Students in full-time schools are setting aside their phones, gathering in groups of four, and entering a world of shifting alliances, tactical surprises, and moments of deep focus. They’re playing Quaternity, a four-player strategy game that feels at once ancient and futuristic.
Created as a tool for 21st-century thinking, Quaternity challenges players not just to win, but to think differently: in teams, across perspectives, and through uncertainty. Its unique and dynamic opening position sets the tone from the very first move, drawing players into immediate interaction and complexity. First implemented in Ceará as part of a 2024 research study involving 150 students across seven schools, the game is now becoming a structured part of academic life.
And the response? A mix of thrill, challenge, reflection, and joy.
“I never thought I’d have so much fun playing something that requires so much focus,” said P.B. (13). “Quaternity is full of strategy but also has funny moments. It’s been a really fun year of gaming.”
A Mindsport with a Mission
Quaternity builds on the familiar foundation of chess but expands the field—literally. Played on a 12x12 board with four teams, the game requires players to monitor multiple opponents at once. Victory comes through strategic thinking and adaptive play, not brute domination.
“It’s like chess,” said R.C.S. (16), “but the dynamic of watching not just one opponent but three at once is really challenging.”
But Quaternity is more than an upgrade to chess. In Brazil, it’s being deployed intentionally in academic contexts—with a methodology grounded in inclusion, emotional intelligence, and group learning.
A Structured, Playful Approach
Educators have developed a step-by-step plan for introducing Quaternity in both full-time schools and NGO programs. Students are grouped by experience:
Group I: Students unfamiliar with chess begin with basic piece movement using simplified mini-games.
Group II: Those with some knowledge review chess basics, then transition to Quaternity with guidance.
Group III: Experienced players explore deeper strategy, and some are introduced to the online platform.
Each session is built around a cycle of instruction, gameplay, and reflection. After matches, students share insights about moves, strategies, and emotions in guided discussion circles.
“It taught me to think before acting,” said C.S. (12). “Though I admit I sometimes lose patience. Still, it’s worth playing.”
“The weekly matches have been great,” added V.G. (16). “I’ve experienced so many emotions—alliances, rivalries, and miracle wins. I love these phone-free moments where I have to use my mind to the fullest.”
In many schools, the game has grown into a club culture, with banners, shared principles, and a sense of belonging. Some clubs even adopt a code of conduct built around respect, honesty, and group learning.
“We belong to a global Quaternity community,” reads one such code. “We play with integrity, we grow through each match, and we learn from one another.”
Real Impact in the Classroom
The results of the 2024 Ceará study were striking. Students from a wide range of socioeconomic backgrounds, including many with limited access to extracurricular activities, engaged deeply with the game. 15% of those who enjoyed board games named Quaternity as their favorite—a remarkably fast uptake for a new and unfamiliar format.
Students also reported meaningful improvements in focus, patience, adaptability, and strategic thinking.
“Since I started playing Quaternity,” said I.T. (17), “I’ve noticed significant improvements in my problem-solving and critical thinking. The game demands strategic planning, anticipating moves, and considering multiple outcomes.”
Even skeptics changed their minds.
“I thought it was boring at first,” admitted K.S. (13). “But over time I realized it’s really fun and competitive.”
“It surprised me—after a few matches, I was hooked,” said another.
For younger players, the experience was often empowering.
“At first it was chaotic,” said H.M. (12). “But after a few matches, I could tell I was improving.”
“It feels like the game has more life,” added L.D. (10). “I had some dumb moments, but also proud ones.”
Quaternity also provided a space for emotional growth and philosophical reflection. Students spoke about resilience, balance, and the mental clarity the game encourages.
“It symbolizes completeness and balance,” said M.S. (16). “It improves reflexes, and the challenge is adapting to the game’s pace and maintaining consistency.”
A Tool for a Complex World
In both academic and NGO contexts, Quaternity is proving to be a versatile, low-cost, high-impact addition to educational life. Teachers use it to support curricula in mathematics, sociology, physical education, and beyond. And the game’s group dynamic teaches skills often absent from traditional instruction: cooperation under pressure, nonlinear thinking, and emotional regulation.
Educators also emphasize offline play, especially early on. Though Quaternity has a global digital platform, Brazilian facilitators recommend starting with physical boards and face-to-face interaction to build social and emotional connections.
“Screens dominate most of our waking hours,” the chapter authors write. “We believe that for full interactive benefits, in-school matches should occur physically—with boards, pieces, and in-person participants.”
The Bigger Picture
As Quaternity spreads to more schools and countries, its core appeal remains unchanged: it’s a game that teaches people to think—with others in mind.
From structured school programs to open community clubs, Quaternity is helping students not just to play, but to grow—as thinkers, teammates, and people.
“It’s not just a game,” said one student. “It makes you think faster, see more, and stay calm when things get crazy. That’s not just for the board. That’s for life.”
And that may be its greatest lesson. Quaternity shows what happens when we treat play not as a distraction from learning, but as its catalyst.