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Recently, research interest in interactive games within education has seen significant growth, following the rapid pace of technological advancement. However, while previous reviews in this context have generally focused on depicting research trends regarding interactive games, they have failed to provide comprehensive information, particularly for mathematics lessons focused on elementary education. This review aims to synthesize current research on the use of interactive mathematics games in elementary education. The search strategy was limited to articles published in established scientific databases (SSCI Web of Science, Scopus, and ERIC), following PRISMA guidelines. Consequently, 22 articles out of 221 were extracted for inclusion in this study. The results highlight significant themes, including the distribution of research by grade level in mathematics interactive games, a classification of interactive math games, the multifunctional role of these games in facilitating mathematics learning, and a conceptual framework for their integration into elementary schools. Conclusions drawn from the analysis reveal the effectiveness of interactive games in enhancing student engagement, conceptual understanding, and problem-solving abilities while reducing math anxiety. Future research is recommended to expand content, integrate games with curriculum objectives, and explore personalized learning experiences, ensuring that interactive games continue to evolve as an effective educational tool.
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Ni et al. (2025) studied this question.
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