Skip to main content

Advertisement

SpringerLink
Log in

Digital game-based learning in K-12 mathematics education: a systematic literature review

  • Published:
Education and Information Technologies Aims and scope Submit manuscript

Abstract

The application of mathematical skills is essential to our daily routine and is foundational for numerous disciplines. Among various computer-supported learning methods, Digital Game-Based Learning (DGBL) has been perceived as a promising method in teaching mathematics, promoting students’ interest, and motivation. Therefore, the aim of this systematic literature review is to provide a detailed synthesis of literature regarding the effectiveness of DGBL applications in K-12 mathematics education and extend the findings of previous reviews. This study reviewed a total of 43 articles published in the Social Sciences Citation Index (SSCI) of Web of Science, and other top-ranked educational technology journals between 2008 and 2019. The findings were then evaluated according to the multi-dimensional framework and classified into three main categories: knowledge acquisition, perceptual and cognitive skills, and affective, motivational, and behavioral change. This revealed that most of the reviewed studies have reported positive gains in all categories, with the traditional method of teaching being the most popular comparison approach. Numerous scholars also demonstrated a particular interest in the subject of arithmetic operations. The study also found that a considerable number of DGBL applications were constructed based on a specific design feature or learning theory. Furthermore, this study highlighted a number of research gaps in this domain according to which more research is required to understand how different dynamics (e.g., collaborative/cooperative, competitive) influence students’ learning. Additionally, more studies are required to address the lack of research on twenty-first-century skills such as creativity and critical thinking. The findings of this review could benefit researchers and educators who are interested in using educational computer games to teach mathematics.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4

Similar content being viewed by others

Notes

  1. Conditions marked with (†) were adapted from (Clark et al., 2016).

References

References with an asterisk (*) indicate studies included in the review

  • Abdul Jabbar, A. I., & Felicia, P. (2015). Gameplay engagement and learning in game-based learning: A systematic review. Review of Educational Research, 85(4), 740–779. https://doi.org/10.3102/0034654315577210.

    Article  Google Scholar 

  • All, A., Castellar, E. P. N., & Van Looy, J. (2016). Assessing the effectiveness of digital game-based learning: Best practices. Computers & Education, 92, 90–103. https://doi.org/10.1016/j.compedu.2015.10.007.

    Article  Google Scholar 

  • *Barros, C., Carvalho, A. A., & Salgueiro, A. (2019). The effect of the serious game Tempoly on learning arithmetic polynomial operations. Education and Information Technologies, 1–13. https://doi.org/10.1007/s10639-019-09990-4.

  • *Barzilai, S., & Blau, I. (2014). Scaffolding game-based learning: Impact on learning achievements, perceived learning, and game experiences. Computers & Education, 70, 65–79. https://doi.org/10.1016/j.compedu.2013.08.003.

  • *Beserra, V., Nussbaum, M., & Grass, A. (2017). Using a fine-grained multiple-choice response format in educational drill-and-practice video games. Interactive Learning Environments, 25(6), 717–732. https://doi.org/10.1080/10494820.2016.1172244.

  • *Beserra, V., Nussbaum, M., Zeni, R., Rodriguez, W., & Wurman, G. (2014). Practising arithmetic using educational video games with an interpersonal computer. Educational Technology & Society, 17(3), 343–358.

  • Bikić, N., Maričić, S. M., & Pikula, M. (2016). The effects of differentiation of content in problem-solving in learning geometry in secondary school. EURASIA Journal of Mathematics, Science and Technology Education, 12(11), 2783–2795. https://doi.org/10.12973/eurasia.2016.02304a.

    Article  Google Scholar 

  • Bontchev, B., & Vassileva, D. (2010). Educational quiz board games for adaptive e-learning. In Proc. of Int. Conf. ICTE (pp. 63–70).

  • Boyle, E. A., Hainey, T., Connolly, T. M., Gray, G., Earp, J., Ott, M., et al. (2016). An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games. Computers & Education, 94, 178–192. https://doi.org/10.1016/j.compedu.2015.11.003.

    Article  Google Scholar 

  • *Brezovszky, B., McMullen, J., Veermans, K., Hannula-Sormunen, M. M., Rodríguez-Aflecht, G., Pongsakdi, N., ... & Lehtinen, E. (2019). Effects of a mathematics game-based learning environment on primary school students' adaptive number knowledge. Computers & Education, 128, 63–74. https://doi.org/10.1016/j.compedu.2018.09.011.

  • Burch, G. F., Giambatista, R., Batchelor, J. H., Burch, J. J., Hoover, J. D., & Heller, N. A. (2019). A meta-analysis of the relationship between experiential learning and learning outcomes. Decision Sciences Journal of Innovative Education, 17(3), 239–273. https://doi.org/10.1111/dsji.12188.

    Article  Google Scholar 

  • Byun, J., & Joung, E. (2018). Digital game-based learning for K–12 mathematics education: A meta-analysis. School Science and Mathematics, 118(3–4), 113–126. https://doi.org/10.1111/ssm.12271.

    Article  Google Scholar 

  • Carmigniani, J., Furht, B., Anisetti, M., Ceravolo, P., Damiani, E., & Ivkovic, M. (2011). Augmented reality technologies, systems and applications. Multimedia Tools and Applications, 51(1), 341–377. https://doi.org/10.1007/s11042-010-0660-6.

    Article  Google Scholar 

  • *Castellar, E. N., All, A., De Marez, L., & Van Looy, J. (2015). Cognitive abilities, digital games and arithmetic performance enhancement: A study comparing the effects of a math game and paper exercises. Computers & Education, 85, 123–133. https://doi.org/10.1016/j.compedu.2014.12.021.

  • Chang, K. E., Wu, L. J., Weng, S. E., & Sung, Y. T. (2012). Embedding game-based problem-solving phase into problem-posing system for mathematics learning. Computers & Education, 58(2), 775–786. https://doi.org/10.1016/j.compedu.2011.10.002.

    Article  Google Scholar 

  • *Chang, M., Evans, M. A., Kim, S., Norton, A., Deater-Deckard, K., & Samur, Y. (2016). The effects of an educational video game on mathematical engagement. Education and Information Technologies, 21(5), 1283–1297.  https://doi.org/10.1007/s10639-015-9382-8.

  • *Chen, Z. H., Liao, C. C., Cheng, H. N., Yeh, C. Y., & Chan, T. W. (2012). Influence of game quests on pupils' enjoyment and goal-pursuing in math learning. Educational Technology & Society, 15(2), 317–327.

  • Clark, D. B., Tanner-Smith, E. E., & Killingsworth, S. S. (2016). Digital games, design, and learning: A systematic review and meta-analysis. Review of Educational Research, 86(1), 79–122. https://doi.org/10.3102/0034654315582065.

    Article  Google Scholar 

  • Connolly, T. M., Boyle, E. A., MacArthur, E., Hainey, T., & Boyle, J. M. (2012). A systematic literature review of empirical evidence on computer games and serious games. Computers & Education, 59(2), 661–686. https://doi.org/10.1016/j.compedu.2012.03.004.

    Article  Google Scholar 

  • Connolly, T., Stansfield, M., & Hainey, T. (2009). Towards the development of a games-based learning evaluation framework. In Games-based learning advancements for multi-sensory human computer interfaces: Techniques and effective practices (pp. 251–273). IGI Global. https://doi.org/10.4018/978-1-60566-360-9.ch015.

  • Deng, L., Wu, S., Chen, Y., & Peng, Z. (2020). Digital game-based learning in a Shanghai primary-school mathematics class: A case study. Journal of Computer Assisted Learning, 36(5), 709–717. https://doi.org/10.1111/jcal.12438.

    Article  Google Scholar 

  • *Denham, A. R. (2015). Supporting conceptual understanding of the associative and distributive properties through digital gameplay. Journal of Computer Assisted Learning, 31(6), 706–721. https://doi.org/10.1111/jcal.12113.

  • Denham, A. R. (2016). Improving the design of a learning game through intrinsic integration and playtesting. Technology, Knowledge and Learning, 21(2), 175–194. https://doi.org/10.1007/s10758-016-9280-1.

    Article  MathSciNet  Google Scholar 

  • Divjak, B., & Tomić, D. (2011). The impact of game-based learning on the achievement of learning goals and motivation for learning mathematics-literature review. Journal of Information and Organizational Sciences, 35(1), 15–30.

    Google Scholar 

  • *Eseryel, D., Ge, X., Ifenthaler, D., & Law, V. (2011). Dynamic modeling as a cognitive regulation scaffold for developing complex problem-solving skills in an educational massively multiplayer online game environment. Journal of Educational Computing Research, 45(3), 265–286. https://doi.org/10.2190/EC.45.3.a.

  • *Fokides, E. (2018). Digital educational games and mathematics. Results of a case study in primary school settings. Education and Information Technologies, 23(2), 851–867. https://doi.org/10.1007/s10639-017-9639-5.

  • *Garneli, V., Giannakos, M., & Chorianopoulos, K. (2017). Serious games as a malleable learning medium: The effects of narrative, gameplay, and making on students’ performance and attitudes. British Journal of Educational Technology, 48(3), 842–859.  https://doi.org/10.1111/bjet.12455.

  • Garousi, V., & Rainer, A. (2020). Grey literature versus academic literature in software engineering: A call for epistemological analysis. IEEE Software. https://doi.org/10.1109/MS.2020.3022931.

  • Gauthier, A., & Jenkinson, J. (2016). Woes of an RCT for Game-Based Learning Research-Past Problems and Potential Solutions. In 2016 8th International Conference on Games and Virtual Worlds for Serious Applications (VS-GAMES) (pp. 1–2). IEEE.  https://doi.org/10.1109/VS-GAMES.2016.7590382.

  • Geary, D. C. (2011). Cognitive predictors of achievement growth in mathematics: A 5-year longitudinal study. Developmental Psychology, 47(6), 1539. https://doi.org/10.1037/a0025510.

    Article  Google Scholar 

  • Geist, E. (2010). The anti-anxiety curriculum: Combating math anxiety in the classroom. Journal of Instructional Psychology, 37(1), 24–29.

    Google Scholar 

  • *Gresalfi, M. S., Rittle-Johnson, B., Loehr, A., & Nichols, I. (2018). Design matters: explorations of content and design in fraction games. Educational Technology Research and Development, 66(3), 579–596. https://doi.org/10.1007/s11423-017-9557-7.

  • *Habgood, M. J., & Ainsworth, S. E. (2011). Motivating children to learn effectively: Exploring the value of intrinsic integration in educational games. The Journal of the Learning Sciences, 20(2), 169–206.  https://doi.org/10.1080/10508406.2010.508029.

  • Hainey, T., Connolly, T. M., Boyle, E. A., Wilson, A., & Razak, A. (2016). A systematic literature review of games-based learning empirical evidence in primary education. Computers & Education, 102, 202–223. https://doi.org/10.1016/j.compedu.2016.09.001.

    Article  Google Scholar 

  • Hainey, T., Connolly, T., Boyle, E., Azadegan, A., Wilson, A., Razak, A., & Gray, G. (2014). A systematic literature review to identify empirical evidence on the use of games-based learning in primary education for knowledge acquisition and content understanding. In 8th European Conference on Games Based Learning: ECGBL (p. 167).

  • Herz, J. C. (1997). Joystick nation: How videogames ate our quarters, won our hearts, and rewired our minds. Atlantic/Little, Brow.

    Google Scholar 

  • *Huang, Y. M., Huang, S. H., & Wu, T. T. (2014). Embedding diagnostic mechanisms in a digital game for learning mathematics. Educational Technology Research and Development, 62(2), 187–207. https://doi.org/10.1007/s11423-013-9315-4.

  • *Hulse, T., Daigle, M., Manzo, D., Braith, L., Harrison, A., & Ottmar, E. (2019). From here to there! Elementary: a game-based approach to developing number sense and early algebraic understanding. Educational Technology Research and Development, 67(2), 423–441. https://doi.org/10.1007/s11423-019-09653-8.

  • Hung, C. M., Huang, I., & Hwang, G. J. (2014). Effects of digital game-based learning on students’ self-efficacy, motivation, anxiety, and achievements in learning mathematics. Journal of Computers in Education, 1(2–3), 151–166. https://doi.org/10.1007/s40692-014-0008-8.

    Article  Google Scholar 

  • *Hung, C. Y., Sun, J. C. Y., & Yu, P. T. (2015). The benefits of a challenge: student motivation and flow experience in tablet-PC-game-based learning. Interactive Learning Environments, 23(2), 172–190. https://doi.org/10.1080/10494820.2014.997248.

  • Hussein, M. H., Ow, S. H., Cheong, L. S., & Thong, M. K. (2019a). A digital game-based learning method to improve students’ critical thinking skills in elementary science. IEEE Access, 7, 96309–96318. https://doi.org/10.1109/ACCESS.2019.2929089.

    Article  Google Scholar 

  • Hussein, M. H., Ow, S. H., Cheong, L. S., Thong, M. K., & Ebrahim, N. A. (2019b). Effects of digital game-based learning on elementary science learning: A systematic review. IEEE Access, 7, 62465–62478. https://doi.org/10.1109/ACCESS.2019.2916324.

    Article  Google Scholar 

  • *Hwa, S. P. (2018). Pedagogical change in mathematics learning: Harnessing the power of digital game-based learning. Educational Technology & Society, 21(4), 259–276.

  • Ke, F. (2008). A case study of computer gaming for math: Engaged learning from gameplay? Computers & Education, 51(4), 1609–1620. https://doi.org/10.1016/j.compedu.2008.03.003.

    Article  MathSciNet  Google Scholar 

  • *Ke, F. (2008a). Alternative goal structures for computer game-based learning. International Journal of Computer-Supported Collaborative Learning, 3(4), 429. https://doi.org/10.1007/s11412-008-9048-2.

  • *Ke, F. (2008b). Computer games application within alternative classroom goal structures: cognitive, metacognitive, and affective evaluation. Educational Technology Research and Development, 56(5–6), 539–556. https://doi.org/10.1007/s11423-008-9086-5.

  • Ke, F. (2016). Designing and integrating purposeful learning in game play: A systematic review. Educational Technology Research and Development, 64(2), 219–244. https://doi.org/10.1007/s11423-015-9418-1.

    Article  Google Scholar 

  • *Ke, F. (2019). Mathematical problem solving and learning in an architecture-themed epistemic game. Educational Technology Research and Development, 67(5), 1085–1104. https://doi.org/10.1007/s11423-018-09643-2.

  • *Kebritchi, M., Hirumi, A., & Bai, H. (2010). The effects of modern mathematics computer games on mathematics achievement and class motivation. Computers & education, 55(2), 427–443. https://doi.org/10.1016/j.compedu.2010.02.007.

  • Khan, A., Ahmad, F. H., & Malik, M. M. (2017). Use of digital game based learning and gamification in secondary school science: The effect on student engagement, learning and gender difference. Education and Information Technologies, 22(6), 2767–2804. https://doi.org/10.1007/s10639-017-9622-1.

    Article  Google Scholar 

  • *Kiili, K., & Ketamo, H. (2017). Evaluating cognitive and affective outcomes of a digital game-based math test. IEEE Transactions on Learning Technologies, 11(2), 255–263. https://doi.org/10.1109/TLT.2017.2687458.

  • *Kiili, K., Moeller, K., & Ninaus, M. (2018). Evaluating the effectiveness of a game-based rational number training-In-game metrics as learning indicators. Computers & Education, 120, 13–28. https://doi.org/10.1016/j.compedu.2018.01.012.

  • *Kim, H., & Ke, F. (2017). Effects of game-based learning in an OpenSim-supported virtual environment on mathematical performance. Interactive Learning Environments, 25(4), 543–557.  https://doi.org/10.1080/10494820.2016.1167744.

  • *Kim, H., Ke, F., & Paek, I. (2017). Game-based learning in an OpenSim-supported virtual environment on perceived motivational quality of learning. Technology, Pedagogy and Education, 26(5), 617–631.  https://doi.org/10.1080/1475939X.2017.1308267.

  • Kinard, J. T., & Kozulin, A. (2008). Rigorous mathematical thinking: Conceptual formation in the mathematics classroom. Cambridge Univ. Press.

    Book  Google Scholar 

  • Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press.

    Google Scholar 

  • *Kolovou, A., van den Heuvel-Panhuizen, M., & Köller, O. (2013). An intervention including an online game to improve grade 6 students' performance in early algebra. Journal for Research in Mathematics Education, 44(3), 510–549.  https://doi.org/10.5951/jresematheduc.44.3.0510.

  • *Ku, O., Chen, S. Y., Wu, D. H., Lao, A. C., & Chan, T. W. (2014). The effects of game-based learning on mathematical confidence and performance: High ability vs. low ability. Educational Technology & Society, 17(3), 65–78.

  • *Lee, C. Y., Chen, M. J., & Chang, W. L. (2014). Effects of the multiple solutions and question prompts on generalization and justification for non-routine mathematical problem solving in a computer game context. Eurasia Journal of Mathematics, Science and Technology Education, 10(2), 89–99.  https://doi.org/10.12973/eurasia.2014.1022a.

  • Lee, H., Stern, M. J., & Powell, R. B. (2020). Do pre-visit preparation and post-visit activities improve student outcomes on field trips? Environmental Education Research, 26(7), 989–1007. https://doi.org/10.1080/13504622.2020.1765991.

    Article  Google Scholar 

  • Lee, M. S., Ko, Y. H., Song, H. S., Kwon, K. H., Lee, H. S., Nam, M., & Jung, I. K. (2006). Characteristics of internet use in relation to game genre in Korean adolescents. Cyberpsychology & Behavior, 10(2), 278–285. https://doi.org/10.1089/cpb.2006.9958.

    Article  Google Scholar 

  • *Lee, S., & Ke, F. (2019). The format of problem representation for in-game learning supports. Journal of Computer Assisted Learning, 35(3), 390–406. https://doi.org/10.1111/jcal.12345.

  • Li, M. C., & Tsai, C. C. (2013). Game-based learning in science education: A review of relevant research. Journal of Science Education and Technology, 22(6), 877–898. https://doi.org/10.1007/s10956-013-9436-x.

    Article  Google Scholar 

  • *Lin, C. H., Liu, E. Z. F., Chen, Y. L., Liou, P. Y., Chang, M., Wu, C. H., & Yuan, S. M. (2013). Game-based remedial instruction in mastery learning for upper-primary school students. Educational Technology & Society, 16(2), 271–281.

  • Luhan, J., Novotna, V., & Kriz, J. (2013). ICT support for creative teaching of mathematic disciplines. Interdisciplinary Studies Journal, 2(3), 89.

    Google Scholar 

  • Malone, T. W., & Lepper, M. R. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. In R. E. Snow & M. J. Farr (Eds.), Aptitude, learning and instruction: III. Conative and affective process analyses (pp. 223–253). Lawrence Erlbaum Associates.

    Google Scholar 

  • Martinovic, D., Ezeife, C. I., Whent, R., Reed, J., Burgess, G. H., Pomerleau, C. M., et al. (2014). “Critic-proofing” of the cognitive aspects of simple games. Computers & Education, 72, 132–144. https://doi.org/10.1016/j.compedu.2013.10.017.

    Article  Google Scholar 

  • *Masek, M., Boston, J., Lam, C. P., & Corcoran, S. (2017). Improving mastery of fractions by blending video games into the Math classroom. Journal of Computer Assisted Learning, 33(5), 486–499. https://doi.org/10.1111/jcal.12194.

  • *Mavridis, A., Katmada, A., & Tsiatsos, T. (2017). Impact of online flexible games on students’ attitude towards mathematics. Educational Technology Research and Development, 65(6), 1451–1470. https://doi.org/10.1007/s11423-017-9522-5.

  • Mayer, R. E. (2019). Computer games in education. Annual Review of Psychology, 70, 531–549. https://doi.org/10.1146/annurev-psych-010418-102744.

    Article  Google Scholar 

  • Mayer, R. E., Mautone, P., & Prothero, W. (2002). Pictorial aids for learning by doing in a multimedia geology simulation game. Journal of Educational Psychology, 94(1), 171. https://doi.org/10.1037/0022-0663.94.1.171.

    Article  Google Scholar 

  • McLaren, B. M., Adams, D. M., Mayer, R. E., & Forlizzi, J. (2017). A computer-based game that promotes mathematics learning more than a conventional approach. International Journal of Game-Based Learning (IJGBL), 7(1), 36–56. https://doi.org/10.4018/IJGBL.2017010103.

    Article  Google Scholar 

  • Minkkinen, T. (2016). Basics of Platform Games.

  • Nikou, S. A., & Economides, A. A. (2018). Mobile-based assessment: A literature review of publications in major referred journals from 2009 to 2018. Computers & Education, 125, 101–119. https://doi.org/10.1016/j.compedu.2018.06.006.

    Article  Google Scholar 

  • Noroozi, O., Dehghanzadeh, H., & Talaee, E. (2020). A systematic review on the impacts of game-based learning on argumentation skills. Entertainment Computing, 35, 100369. https://doi.org/10.1016/j.entcom.2020.100369.

    Article  Google Scholar 

  • Novak, E. (2015). A critical review of digital storyline-enhanced learning. Educational Technology Research and Development, 63(3), 431–453. https://doi.org/10.1007/s11423-015-9372-y.

    Article  Google Scholar 

  • Offer, J., & Bos, B. (2009). The design and application of technology-based courses in the mathematics classroom. Computers & Education, 53(4), 1133–1137. https://doi.org/10.1016/j.compedu.2009.05.020.

    Article  Google Scholar 

  • Paez, A. (2017). Gray literature: An important resource in systematic reviews. Journal of Evidence-Based Medicine, 10(3), 233–240. https://doi.org/10.1111/jebm.12266.

    Article  Google Scholar 

  • *Panoutsopoulos, H., & Sampson, D. (2012). A study on exploiting commercial digital games into school context. Educational Technology & Society, 15(1), 15–27.

  • Papadakis, S. (2018). The use of computer games in classroom environment. International Journal of Teaching and Case Studies, 9(1), 1. https://doi.org/10.1504/ijtcs.2018.10011113.

    Article  Google Scholar 

  • *Pareto, L., Haake, M., Lindström, P., Sjödén, B., & Gulz, A. (2012). A teachable-agent-based game affording collaboration and competition: evaluating math comprehension and motivation. Educational Technology Research and Development, 60(5), 723–751. https://doi.org/10.1007/s11423-012-9246-5.

  • Paul, R. W. (1992). Critical thinking: What, why, and how? New Directions for Community Colleges, 77, 3–24.

    Article  Google Scholar 

  • Prensky, M. (2001). Digital game-based learning. McGraw-Hill.

    Google Scholar 

  • Proctor, M. D., & Marks, Y. (2013). A survey of exemplar teachers’ perceptions, use, and access of computer-based games and technology for classroom instruction. Computers and Education, 62, 171–180. https://doi.org/10.1016/j.compedu.2012.10.022.

    Article  Google Scholar 

  • Qian, M., & Clark, K. R. (2016). Game-based learning and 21st century skills: A review of recent research. Computers in Human Behavior, 63, 50–58. https://doi.org/10.1016/j.chb.2016.05.023.

    Article  Google Scholar 

  • Romero, M., & Barma, S. (2015). Teaching pre-service teachers to integrate serious games in the primary education curriculum. International Journal of Serious Games, 2(1). https://doi.org/10.17083/ijsg.v2i1.43.

  • Sánchez-Mena, A., & Martí-Parreño, J. (2017). Drivers and barriers to adopting gamification: Teachers’ perspectives. Electronic Journal of E-Learning, 15(5), 434–443 http://hdl.handle.net/11268/6683.

    Google Scholar 

  • *Shi, A., Wang, Y., & Ding, N. (2019). The effect of game–based immersive virtual reality learning environment on learning outcomes: designing an intrinsic integrated educational game for pre–class learning. Interactive Learning Environments, 1–14. https://doi.org/10.1080/10494820.2019.1681467.

  • Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571. https://doi.org/10.1037/0022-0663.85.4.571.

    Article  Google Scholar 

  • Stewart, J., Bleumers, L., All, A., Mariën, I., Schurmans, D., Van Looy, J., et al. (2012). The potential of digital games for empowerment of groups at risk of social and economic exclusion: evidence and opportunity for policy.[1] Report commissioned by the European Commission and prepared by the Institute for Prospective Technologies (IPTS) in collaboration with iMinds.

  • Sun, L., Ruokamo, H., Siklander, P., Li, B., & Devlin, K. (2021). Primary school students' perceptions of scaffolding in digital game-based learning in mathematics. Learning, Culture and Social Interaction, 28, 100457. https://doi.org/10.1016/j.lcsi.2020.100457.

    Article  Google Scholar 

  • Sung, H. Y., & Hwang, G. J. (2013). A collaborative game-based learning approach to improving students' learning performance in science courses. Computers & Education, 63, 43–51. https://doi.org/10.1016/j.compedu.2012.11.019.

    Article  Google Scholar 

  • *ter Vrugte, J., de Jong, T., Vandercruysse, S., Wouters, P., van Oostendorp, H., & Elen, J. (2017). Computer game-based mathematics education: Embedded faded worked examples facilitate knowledge acquisition. Learning and instruction, 50, 44–53. https://doi.org/10.1016/j.learninstruc.2016.11.007.

  • *ter Vrugte, J., de Jong, T., Vandercruysse, S., Wouters, P., van Oostendorp, H., & Elen, J. (2015a). How competition and heterogeneous collaboration interact in prevocational game-based mathematics education. Computers & education, 89, 42–52. https://doi.org/10.1016/j.compedu.2015.08.010.

  • *ter Vrugte, J., de Jong, T., Wouters, P., Vandercruysse, S., Elen, J., & van Oostendorp, H. (2015b). When a game supports prevocational math education but integrated reflection does not. Journal of Computer Assisted Learning, 31(5), 462–480. https://doi.org/10.1111/jcal.12104.

  • Tokac, U., Novak, E., & Thompson, C. G. (2019). Effects of game-based learning on students' mathematics achievement: A meta-analysis. Journal of Computer Assisted Learning, 35(3), 407–420. https://doi.org/10.1111/jcal.12347.

    Article  Google Scholar 

  • Tsai, F. H., Yu, K. C., & Hsiao, H. S. (2012). Exploring the factors influencing learning effectiveness in digital gamebased learning. Educational Technology & Society, 15(3), 240–250.

    Google Scholar 

  • Van der Spek, E. D., van Oostendorp, H., Meyer, C., & J. J. (2013). Introducing surprising events can stimulate deep learning in a serious game. British Journal of Educational Technology, 44(1), 156–169. https://doi.org/10.1111/j.1467-8535.2011.01282.x.

    Article  Google Scholar 

  • van der Ven, F., Segers, E., Takashima, A., & Verhoeven, L. (2017). Effects of a tablet game intervention on simple addition and subtraction fluency in first graders. Computers in Human Behavior, 72, 200–207. https://doi.org/10.1016/j.chb.2017.02.031.

    Article  Google Scholar 

  • *Vandercruysse, S., Ter Vrugte, J., de Jong, T., Wouters, P., van Oostendorp, H., Verschaffel, L., & Elen, J. (2017). Content integration as a factor in math-game effectiveness. Educational technology research and development, 65(5), 1345–1368. https://doi.org/10.1007/s11423-017-9530-5.

  • Vogel, J. J., Vogel, D. S., Cannon-Bowers, J., Bowers, C. A., Muse, K., & Wright, M. (2006). Computer gaming and interactive simulations for learning: A meta-analysis. Journal of Educational Computing Research, 34(3), 229–243. https://doi.org/10.2190/FLHV-K4WA-WPVQ-H0YM.

    Article  Google Scholar 

  • Voskoglou, M. G., & Salem, A. B. M. (2020). Benefits and limitations of the artificial with respect to the traditional learning of mathematics. Mathematics, 8(4), 611. https://doi.org/10.3390/math8040611.

    Article  Google Scholar 

  • *Wang, S. Y., Chang, S. C., Hwang, G. J., & Chen, P. Y. (2018). A microworld-based role-playing game development approach to engaging students in interactive, enjoyable, and effective mathematics learning. Interactive Learning Environments, 26(3), 411–423. https://doi.org/10.1080/10494820.2017.1337038.

  • Westera, W. (2015). Games are motivating, aren’t they? Disputing the arguments for digital game-based learning. International Journal of Serious Games, 2(2), 3–17. https://doi.org/10.17083/ijsg.v2i2.58.

    Article  Google Scholar 

  • Wouters, P., & Van Oostendorp, H. (2017). Overview of instructional techniques to facilitate learning and motivation of serious games. In Instructional techniques to facilitate learning and motivation of serious games (pp. 1–16). Springer.

    Chapter  Google Scholar 

  • Wouters, P., Van Nimwegen, C., Van Oostendorp, H., & Van Der Spek, E. D. (2013). A meta-analysis of the cognitive and motivational effects of serious games. Journal of Educational Psychology, 105(2), 249. https://doi.org/10.1037/a0031311.

    Article  Google Scholar 

  • *Wouters, P., van Oostendorp, H., ter Vrugte, J., Vandercruysse, S., de Jong, T., & Elen, J. (2017). The effect of surprising events in a serious game on learning mathematics. British journal of educational technology, 48(3), 860–877. https://doi.org/10.1111/bjet.12458.

  • *Yang, K. H., Chu, H. C., & Chiang, L. Y. (2018). Effects of a progressive prompting-based educational game on second graders' mathematics learning performance and behavioral patterns. Educational Technology & Society, 21(2), 322–334.

  • Young, M. F., Slota, S., Cutter, A. B., Jalette, G., Mullin, G., Lai, B., et al. (2012). Our princess is in another castle: A review of trends in serious gaming for education. Review of Educational Research, 82(1), 61–89. https://doi.org/10.3102/0034654312436980.

    Article  Google Scholar 

  • Zydney, J. M., & Warner, Z. (2016). Mobile apps for science learning: Review of research. Computers & Education, 94, 1–17. https://doi.org/10.1016/j.compedu.2015.11.001.

    Article  Google Scholar 

Download references

Funding

The authors did not receive support from any organization for the submitted work.

Author information

Authors and Affiliations

  1. Department of Software Engineering, Faculty of Computer Science and Information Technology, University of Malaya, Kuala Lumpur, Malaysia

    Mahmood H. Hussein & Siew Hock Ow

  2. Department of Computer Science, University of Benghazi, Benghazi, Libya

    Monther M. Elaish

  3. Institute of Communications and Psychology, University of Aalborg, Aalborg, Denmark

    Erik O. Jensen

Authors
  1. Mahmood H. Hussein
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Siew Hock Ow
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Monther M. Elaish
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Erik O. Jensen
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Mahmood H. Hussein.

Ethics declarations

Research involving human participants and/ or animals

This research did not include human or animal participants, hence, for this type of study formal consent is not required.

Informed consent

As a corresponding author, I confirm that this paper has been read and approved for submission by the all the name authors.

Conflicts of interest/competing interests

The authors have no conflicts of interest to declare that are relevant to the content of this article.

Additional information

Publisher’s note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Hussein, M.H., Ow, S.H., Elaish, M.M. et al. Digital game-based learning in K-12 mathematics education: a systematic literature review. Educ Inf Technol 27, 2859–2891 (2022). https://doi.org/10.1007/s10639-021-10721-x

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10639-021-10721-x

Keywords

Search

Navigation