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With the development of mobile technology, mobile game-based learning has become an innovative teaching method that helps stimulate students’ intrinsic motivation. However, there is still a lack of systematic integration of current research hotspots, global contributions, key designs, and evaluation dimensions in mobile game-based learning. Following the framework of the Reporting Standards for Systematic Evidence Syntheses, this study analysed peer-reviewed literature in the Web of Science and Scopus databases. It integrated multidisciplinary perspectives from education, psychology, and mobile game design, and combined bibliometric analysis and systematic literature review methods to explore the impact of mobile game-based learning on university students’ learning motivation. The results show that mobile game-based learning focuses on the research and development of serious games for professional learning, English training, and medical education. Globally, China, the United States, and Finland have the strongest influence. Under the synergistic effect of multiple designs, the mobile game-based learning environment can effectively enhance students’ learning motivation. In addition, evaluation dimensions and tools are also showing a trend towards diversification.
Tan et al. (Mon,) studied this question.