Learn Mathematics through Games: Prospects and Concerns: Comprehensive Mini Review

Mathematics is a core discipline essential for problem-solving, science, and technology. Nonetheless, it is frequently perceived by learners as abstract, complex, and disconnected from real-world applications. In response, researchers have increasingly explored game-based learning as a strategy to enhance motivation, engagement, and conceptual understanding. Evidence highlights the potential of both traditional and digital games to foster persistence, collaboration, and critical thinking. However, concerns remain regarding superficial learning, over-reliance on extrinsic rewards, and limited evidence of long-term gains. Correspondingly, this mini-review synthesizes research published between 1985 and 2025, encompassing 597 Scopus-indexed articles that examine mathematics games across manipulative-based, digital, and serious three-dimensional(3D) formats. In particular, three thematic areas are addressed: the role of games in enhancing learner motivation and engagement, their effectiveness in supporting mathematical understanding, and the challenges of implementation, assessment, and equity. Findings suggest that games, when carefully designed and aligned with curricular goals, can complement traditional instruction by making abstract concepts more accessible and meaningful. Nevertheless, persistent issues related to scalability, teacher facilitation, and inclusivity highlight the need for further empirical research, particularly longitudinal studies, to establish the durability of learning outcomes. Moreover, this review concludes that while games are not a panacea, they are a powerful pedagogical tool that, when strategically implemented, can enrich mathematics education and foster the development of 21st-century skills.

Digital, Science, Technology, Engineering

1. Anggraeni, G. (2021). Recreational Mathematics Activities to Enhance Students’ Mathematics Achievement and Learning Motivation. In S. M.W. (Ed.), Journal of Physics: Conference Series (Vol. 1823, Issue 1). IOP Publishing Ltd. https://doi.org/10.1088/1742-6596/1823/1/012019 [Google Scholar] [Crossref]

2. Aremu, A., & Adebagbo, A. (2021). Digital games for teaching and learning of mathematics in nigeria schools. In Research Anthology on Developments in Gamification and Game-Based Learning (Vols. 3–4, pp. 1242–1255). IGI Global. https://doi.org/10.4018/978-1-6684-3710-0.ch058 [Google Scholar] [Crossref]

3. Castaneda, J. A. C., Lin, P.-C., Hung, P. C. K., Zhong, H.-X., Tseng, H.-A., Huang, Y.-F., & Ahmad, R. (2025). Designing inclusive tech playful educative solutions for visually impaired learners in STEM education. Smart Learning Environments, 12(1). https://doi.org/10.1186/s40561-024-00358-x [Google Scholar] [Crossref]

4. Fang, X., Ng, D. T. K., Tam, W. T., & Yuen, M. (2025). Design mobile computational thinking-integrated mathematics lessons based on the 5E instructional model for primary students. Educational Technology Research and Development. https://doi.org/10.1007/s11423-025-10513-x [Google Scholar] [Crossref]

5. Kaymakci Ustuner, K., Law, E. L.-C., & Li, F. W. B. (2023). Digital Educational Games with Storytelling for Students to Learn Algebra. In A. N. J., K. L. M., P. H., P. A., & W. M. (Eds.), Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics): Vol. 14145 LNCS (pp. 459–463). Springer Science and Business Media Deutschland GmbH. https://doi.org/10.1007/978-3-031-42293-5_54 [Google Scholar] [Crossref]

6. Li, J., Shin, J., Xue, J., Dawson, K., & Antonenko, P. D. (2025). Visuospatially Rich Math Games Increase Anxiety in Children With Lower Visuospatial Working Memory Capacity. Mind, Brain, and Education. https://doi.org/10.1111/mbe.70012 [Google Scholar] [Crossref]

7. Martinez, J. S. G., Maza, E. J. R., Meza, A. J. N., Huamaní, E. L., & Meyluz, P. C. (2025). Implementation of an Academic Software for Children from 6 to 8 Years Old for Easy Learning in Basic Mathematics and Reading Comprehension. Journal of Advanced Research in Applied Sciences and Engineering Technology, 45(2), 38–55. https://doi.org/10.37934/araset.45.2.3855 [Google Scholar] [Crossref]

8. Mohd, C. K. N. C. K., Shahbodin, F., Sedek, M., & Samsudin, M. (2020). Game based learning for autism in learning mathematics. International Journal of Advanced Science and Technology, 29(5), 4684–4691.https://www.scopus.com/inward/record.uri?eid=2-s2.0-85084646610&partnerID=40&md5=d970ee49db038060ffe80146c3974803 [Google Scholar] [Crossref]

9. Moral-Sánchez, S. N., Sánchez-Compaña, M. T., & Romero, I. (2022). Geometry with a STEM and Gamification Approach: A Didactic Experience in Secondary Education. Mathematics, 10(18). https://doi.org/10.3390/math10183252 [Google Scholar] [Crossref]

10. Pathania, M., Singh, C. P., Kaur, D. P., & Mantri, A. (2025). Effects of Self-Adaptive Approach of Iterative Game Based Learning on Performance and Satisfaction of Elementary School Students in Mathematics: An Action Research Field Experiment. SN Computer Science, 6(5). https://doi.org/10.1007/s42979-025-04071-5 [Google Scholar] [Crossref]

11. Pawa, S., Laosinchai, P., Nokkaew, A., & Wongkia, W. (2020). Students’ conception of set theory through a board game and an active-learning unit. International Journal of Innovation in Science and Mathematics Education, 28(1), 1–15. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85091358882&partnerID=40&md5=ba57256ed714d94e536814d5902d6c64 [Google Scholar] [Crossref]

12. Rastpour, A., & Amini, A. (2025). Age Guessing: A Game to Introduce Fundamental Statistical Concepts. Journal of Statistics and Data Science Education, 33(1), 62–67. https://doi.org/10.1080/26939169.2024.2319152 [Google Scholar] [Crossref]

13. Setambah, M. A. B., Rajoo, M., Othman, M. S., Shuib, T. R., & Ibrahim, M. A. (2023). Non-digital gamification: Effects of teaching on mathematics achievement and student behavior. Nurture, 17(4), 504–515. https://doi.org/10.55951/NURTURE.V17I4.388 [Google Scholar] [Crossref]

14. Su, Y.-S., Chang, C.-J., Li, J.-H., & Chen, S.-Y. (2025). Integrating STEM Teaching into Digital Game Aids to Explore Non-Technical Students’ C# Programming Learning Outcomes and Perceptions. Journal of Internet Technology, 26(4), 435–442. https://doi.org/10.70003/160792642025072604002 [Google Scholar] [Crossref]

15. Taraldsen, L. H. (2025). Introducing Teacher Education Students to Escape Room as a Didactic Tool in Mathematics. Mathematics Teaching-Research Journal, 17(3), 261–288. https://www.scopus.com/inward/record.uri?eid=2-s2.0-105012042441&partnerID=40&md5=8a17bc7b1933a0006a25ab387ea44444 [Google Scholar] [Crossref]

16. Tee, E. B., & Song, I. (2024). Game Theme Prediction for Smart Mobile Online Educational Games. In Y. X.-S., S. S., D. N., & J. A. (Eds.), Lecture Notes in Networks and Systems: Vol. 1013 LNNS (pp. 537–553). Springer Science and Business Media Deutschland GmbH. https://doi.org/10.1007/978-981-97-3559-4_44 [Google Scholar] [Crossref]

17. Vankúš, P. (2023). Game-Based Learning and Gamification Technologies in the Preparation of Future Mathematics Teachers. International Journal of Interactive Mobile Technologies, 17(11), 53–67. https://doi.org/10.3991/ijim.v17i11.39227 [Google Scholar] [Crossref]

18. Yifan, Y., Gopalan, V., Supli, A. A., Kumaran, S. R., & Alnagrat, A. J. A. (2024). Enhancing Primary School Students’ Motivation in Mathematics Through Game-Based Learning (GBL). In B. S., V. A., & T. O. (Eds.), Advances in Science, Technology and Innovation (pp. 261–271). Springer Nature. https://doi.org/10.1007/978-3-031-52303-8_19 [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study