Game-Based Mathematics Learning to Improve Elementary Students' Mathematical Confidence: A Systematic Literature Review Following PRISMA 2020

Mathematical confidence is a key affective factor in elementary students’ mathematics learning, yet game-based learning (GBL) studies often merge it with motivation, engagement, and math anxiety. This systematic literature review aimed to map publication trends, forms of implementation, and evidence on the effects of GBL on affective outcomes, particularly mathematical confidence, among elementary students. Following PRISMA 2020, Scopus was searched on 10 March 2026, and 42 journal articles were analyzed descriptively and thematically, with each article classified by the construct it actually measured. Publications have increased since 2021, and digital games were the dominant form of implementation. Of the 42 articles, 20 measured affective outcomes, mostly motivation, interest, attitude, or engagement, whereas only one measured mathematical self-efficacy directly and three measured perceived ability or anxiety, with mixed results. Articles measuring only achievement, motivation, engagement, or media development were not used to infer confidence. In conclusion, GBL has the potential to support affective aspects of mathematics learning, but its effect on mathematical confidence remains unestablished. Future studies should measure confidence directly using validated instruments.