Effectiveness of Game-Based Learning (GBL) Approach on Students’ Learning Outcomes in Mathematics Education: A Meta-Analysis

Abstract

This study conducted a meta-analysis of 23 empirical studies (k = 23) (during the period 2010-2025) to evaluate the effectiveness of game-based learning (GBL) on student learning outcomes in Mathematics. The pooled results indicate that GBL has a positive and significant impact compared to traditional teaching methods, yielding a substantial overall effect size of Hedges’s g = 0.651 (95% CI: 0.304 to 0.998, p < 0.001). This effect is especially evident when GBL is systematically integrated and aligned with learning objectives. In addition to improving academic scores and problem-solving skills, the findings suggest that GBL enhances learners' motivation and engagement. However, the study identified several important moderating factors, including game type, student age, and pedagogical implementation. This analysis provides strong empirical evidence supporting GBL as an effective tool in mathematics education and offers strategic recommendations for educators and developers to optimize its impact.