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

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

The integration of games into mathematics education, however, is not without debate. While numerous studies

highlight their benefits in improving conceptual understanding and retention, others question whether games

merely enhance short-term motivation without producing lasting gains in mathematical proficiency. Divergent

perspectives also exist regarding the types of games most effective for learning. Some advocate digital and

adaptive platforms that personalize instruction, while others emphasize the collaborative and critical-thinking

benefits of traditional board and card games (Pawa et al., 2020). Together, these debates reflect broader

unresolved questions in the field, including the extent to which games align with curricular standards, the role

The primary aim of this mini review is to synthesize current evidence on the integration of games into

Ultimately, the review argued that, while games are not a panacea, they can be a valuable complement to

traditional teaching methods when thoughtfully designed and implemented (Su et al., 2025). In essence, the

conclusions drawn here emphasize the need for continued research on long-term outcomes, adaptive learning

technologies, and the role of teacher facilitation in maximizing the educational benefits of mathematics through

The integration of games into mathematics education offers promising opportunities to enhance student

engagement and motivation (Anggraeni, 2021). Gamification techniques, such as incorporating problem-based

digital activities, can significantly enhance students’ game-like experiences and their intrinsic drive to actively

participate in learning, addressing common issues such as passivity and a lack of interest in traditional math

instruction (Pawa et al., 2020). Furthermore, these approaches foster improved knowledge retention,

warrant careful consideration. One major issue is the risk of superficial learning, in which students may prioritize

achieving rewards, scores, or rankings over genuine understanding of mathematical concepts. This potentially

leads to addiction-like behaviors tied to game mechanics rather than educational depth. Implementation

challenges also include the necessity for robust pedagogical design. Without it, gamification may fail to motivate

effectively or align with curriculum goals, leading to boredom, reliance on extrinsic rewards, or distractions from

core content. Moreover, there is a noted lack of comprehensive empirical evidence on long-term effects,

alongside potential issues such as resource limitations (e.g., technology access) and the possibility that not all

students benefit equally. All these could exacerbate inequalities or hinder broader applicability across diverse

The search was restricted to studies published between 1985 and 2025, reflecting four decades of research

development. This process initially retrieved 597 articles. Consequently, all records were screened against

Learning mathematics through games has gained increasing attention as an educational strategy to foster

engagement, enhance problem-solving skills, and strengthen STEM integration (Moral-Sánchez et al., 2022).

Notably, games provide structured challenges that encourage logical reasoning, pattern recognition, and creative

game-based learning can complement traditional instruction. This ultimately makes mathematics more

Furthermore, learning mathematics through games has emerged as an effective educational strategy to enhance

engagement, conceptual understanding, and skill development by combining play with structured learning. In

particular, two major types of games are widely discussed: manipulative-based games and virtual games.

settings. Conversely, virtual games, including digital simulations, adaptive platforms, and interactive apps, offer

dynamic environments where learners can explore mathematical relationships, receive instant feedback, and

progress at personalized levels of difficulty. While both approaches demonstrate strong potential for fostering

motivation and deeper learning, challenges such as uneven access to technology, variability in design quality,

and the need for teacher guidance remain critical considerations. Overall, integrating manipulative and virtual

games within the curriculum can provide complementary pathways that make mathematics more engaging,

In addition, game-based learning has become a promising approach in mathematics education, offering

innovative ways to enhance engagement and conceptual understanding beyond traditional methods (Kaymakci

challenges such as resource availability, alignment with curricula, and assessment of learning outcomes persist.

When effectively designed and integrated, both graphical non-digital environments and 3D serious games serve

as powerful tools to foster deeper learning and make mathematics more engaging and meaningful (Castaneda et

Figure 2, titled “Documents by year generated by Scopus about learning mathematics through games,” illustrates

the publication trend in this research area over time. It reveals a steady increase in the number of articles

published, with only a few contributions in the earlier years, followed by a marked rise in output in recent years.

Moreover, this growth suggests that integrating games into mathematics education has gained increasing

Journal of Statistics and Data Science Education, 33(1), 62–67.

T. O. (Eds.), Advances in Science, Technology and Innovation (pp. 261–271). Springer Nature.