The Impact of Game-Based Learning on Motivation and Achievement in Mathematics Education: A Systematic Review (2020–2025)

Abstract

The aim of this study is to systematically review recent empirical evidence on the use of game-based learning (GBL) in mathematics education and its impact on students’ motivation and learning outcomes. A systematic literature review (SLR) method was employed following PRISMA guidelines. Thirty-five journal articles published between 2020 and 2025 were identified through the Publish or Perish software using Google Scholar as the primary database, with the keywords “game-based learning,” “GBL,” and “mathematics.” The inclusion criteria emphasized peer-reviewed journal articles that explicitly addressed motivation and/or achievement in mathematics contexts. Results indicate that most studies reported positive effects of GBL on students’ cognitive performance such as problem-solving skills, conceptual understanding, and test scores while simultaneously enhancing motivation, engagement, and confidence. Some studies, however, highlighted limitations related to contextual variability, sustainability of effects, and design issues. The novelty of this study lies in its focused synthesis of the latest five-year evidence exclusively in mathematics education, integrating both motivation and achievement dimensions. The practical implication is that educators should adopt carefully designed GBL interventions to foster both engagement and performance, while policymakers should provide adequate support for infrastructure and teacher training. The contribution of this review is to offer an updated synthesis of evidence, highlight effective design features, and propose directions for future research in mathematics education.