DGBL in Secondary School Mathematics: A Scoping Review (2020–2025)

Abstract

Digital game-based learning (DGBL) has received increasing attention in education as a result of the rapid development of technology and its application in education. Digital educational games are particularly attractive to students and have motivational potential. However, there is a lack of research that indicates how DGBL is used in secondary mathematics education, which typically includes students aged approximately 11 to 18 years. This scoping review analyses 21 scientific papers published from 2020 to 2025 that address the use of digital game-based learning in secondary school mathematics teaching. The aim of the paper was to thematically organize existing results, identify dominant research approaches, and highlight gaps in research. A scoping review methodology was applied following PRISMA-ScR guidelines. The literature search was conducted in the Scopus and Web of Science databases. The papers were analysed according to the themes of effectiveness, student motivation and classroom engagement, teacher perceptions and attitudes, game design, mathematical reasoning and game evaluation. The results indicate the potential of DGBL to improve educational outcomes, but also the need for thoughtful game design, teacher support, and standardized game evaluation. The key research gap relates to the lack of studies focused exclusively on secondary school mathematics teaching and the underrepresentation of vocational secondary education contexts. In conclusion, the paper provides recommendations for future research and the development of DGBL in secondary school mathematics teaching.