When Math Meets Play: A Meta-Analysis of Digital Game-Based Learning Effectiveness

Seftia Kusumawardani, Agus Efendi, Sri Sumaryati

Abstract

Digital game-based learning (DGBL) is an increasingly popular approach in K-12 education. While previous research has demonstrated the positive impact of DGBL on student learning outcomes, research specifically examining how different mathematics content areas affect DGBL effectiveness is scarce. This research employs a meta-analysis to evaluate the overall effectiveness of digital game-based learning on the mathematics learning outcomes of K-12 students, based on effect sizes from 15 studies published between 2018 and 2025. The analysis also investigates how the type of mathematics content moderates the effects of DGBL. Findings show that the effectiveness of DGBL depends on the content area, with algebra and ratio demonstrating greater gains compared to geometry, fractions, and arithmetic. These findings can help educators design more effective DGBL experiences and choose appropriate content areas for this approach.

Keywords

digital game-based learning; elementary school; mathematical content; meta-analysis

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References

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DOI: https://doi.org/10.20961/ictte.2025.114723

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