DGBL in Secondary School Mathematics: A Scoping Review

This scoping review examines 21 papers published between 2020 and 2025 on digital game-based learning (DGBL) in secondary school mathematics. Its central finding is that DGBL shows real potential to improve mathematics achievement, motivation, engagement, and problem-solving, but that these benefits are inconsistent and depend heavily on how games are designed, how they are integrated into pedagogy, and how teachers mediate their use in the classroom.

Eight of the included studies report increased intrinsic motivation and stronger classroom engagement, which represent some of the most consistent positive outcomes in the evidence base. A recurring caution, however, is that games oriented toward task completion can foster procedural fluency rather than deep conceptual understanding. This tension suggests that the educational value of a game lies less in its entertainment appeal than in whether its mechanics are aligned with mathematical reasoning.

The literature base is notably thin in several respects. Research specifically targeting secondary-level students and vocational education is limited, with most included studies drawing on mixed or broader age groups. Publication activity peaked in 2023, a rise the authors attribute to accelerated digital teaching following the COVID-19 pandemic. Gaps also persist in constructionist game design, standardized evaluation instruments, long-term outcome measurement, and teachers' attitudes toward DGBL.

The review concludes that realizing DGBL's potential will require thoughtful game design, meaningful teacher support, standardized evaluation methods, and more focused research on secondary and vocational mathematics classrooms.