Effectiveness of DGBL in Elementary Mathematics: A Meta‐Analysis of Simulation‐Based Games and Year Group Appropriateness

Background This study investigates the overall effect of Digital Game‐Based Learning (DGBL) on mathematics achievement, with specific attention given to identifying potential moderating factors. Objectives To determine the impact of DGBL on mathematics achievement in primary education and to explore the moderating roles of game characteristics (game type, year group, duration, dimensions) and study characteristics (research design, level of integration, measurement type, and mathematics domain) on this effect. Methods A comprehensive literature search was conducted across Scopus and Web of Science databases, identifying 30 eligible studies published between 2015 and 2025. Data extraction and analysis were performed using R‐studio, with Standardized Mean Differences (SMD) calculated and meta‐regression analysis employed to assess the effect of DGBL. Results The findings indicate a significant positive effect of DGBL on mathematics achievement at the primary level. Furthermore, game type, year group, intervention duration, and game dimensions were found to significantly moderate this effect. Simulation games demonstrated the greatest effectiveness. Years 1, 2, 4, and 6 exhibited more substantial improvements. Shorter (≤ 1 day) and longer (> 7 days) intervention durations proved to be more effective. Game designs incorporating combinations of social and fiction elements yielded the largest effect sizes, while more complex combinations did not significantly impact the effectiveness of DGBL. Conclusions Educators should prioritize the use of engaging game types such as simulations, tailor DGBL interventions to specific year groups, carefully consider intervention duration, and select game designs that incorporate social and fictional elements without introducing cognitive overload. Furthermore, the level of curriculum integration acts as a significant moderator, suggesting that digital games yield optimal outcomes when embedded within regular instruction rather than used as a supplement.