A systematic review of using tablet games to promote early math learning in preschool settings: effectiveness and influencing factors

Abstract Early mathematical competence is a key predictor of children’s academic performance in mathematics in later years. To promote early mathematics learning, especially to narrow the performance gap between children from low and high socio-economic status (SES) backgrounds, an increasing number of educational interventions have used digital game-based learning (DGBL) as a strategy in early childhood education settings. However, existing studies have not comprehensively reviewed the effectiveness of implemented tablet-based DGBL in preschool settings. These studies have also failed to provide a comprehensive analysis of the factors that may influence the effectiveness of tablet-based DGBL implementation. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, this study systematically reviewed 30 articles (encompassing 33 individual studies) sourced from six databases: Scopus, Web of Science, ProQuest, ERIC, Education Full Text, and PsycINFO, and citation searching. This review found that 29 out of 33 (88%) studies reported positive effects of tablet-based DGBL in early childhood mathematics education. In addition, most of these studies employed rigorous methodological frameworks, which enhanced the credibility of the effectiveness of tablet-based DGBL. Furthermore, this study identified four levels of influencing factors that may contribute to the effectiveness of tablet-based DGBL. Finally, practical recommendations for the successful implementation of tablet-based DGBL were proposed.