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Digital Game-Based Learning in Early Childhood and Primary Mathematics Education: A Systematic Review

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Submitted   Mar 13, 2026
Published   Jul 14, 2026
Issue    Vol 6 No 2 (2026)
DOI   10.25082/AMLER.2026.02.004

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Stamatina Kolovou
Department of Educational Sciences and Early Childhood Education, University of Patras, Patras, Greece
Konstantinos Lavidas corresponding author
Department of Educational Sciences and Early Childhood Education, University of Patras, Patras, Greece
Anastasia Misirli
Department of Educational Sciences and Early Childhood Education, University of Patras, Patras, Greece
Warren Kidd
The Cass School of Education and Communities, University of East London, London, UK
Vassilis Komis
Department of Educational Sciences and Early Childhood Education, University of Patras, Patras, Greece
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Abstract

Digital Game-Based Learning (DGBL) has emerged as a promising approach for enhancing mathematics learning across educational contexts. Although previous reviews have examined the effectiveness of digital games in mathematics education, limited attention has been devoted specifically to early childhood and primary education. This systematic review synthesises empirical studies investigating the use of DGBL in mathematics education for children up to 12 years of age. Following PRISMA guidelines, studies published between 2006 and 2024 were identified through searches in Scopus, Web of Science, and Google Scholar. After applying predefined inclusion and exclusion criteria, 103 empirical studies were selected for analysis. The findings reveal a substantial increase in research activity after 2015, with Educational Technology journals being the primary publication venue. Quantitative research designs predominated, while tablets and personal computers were the most frequently used devices. Puzzle games represented the most common game genre. The majority of studies focused on Number and Operations, followed by Algebra, Geometry, and Measurement. Results indicate predominantly positive effects on students' mathematical achievement, particularly in Number and Operations and Geometry. Furthermore, digital games were associated with improvements in motivation, attitudes towards mathematics, and collaborative learning. The review highlights the educational potential of DGBL in mathematics and identifies directions for future research and practice.

Keywords
digital game-based learning, mathematics education, early childhood education, primary education, educational games, systematic review

Article Details

How to Cite
Kolovou, S., Lavidas, K., Misirli, A., Kidd, W., Komis, V., & Gridos, P. (2026). Digital Game-Based Learning in Early Childhood and Primary Mathematics Education: A Systematic Review. Advances in Mobile Learning Educational Research, 6(2), 1875-1903. https://doi.org/10.25082/AMLER.2026.02.004
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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