| Sumario: | 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. Lay Summary: What is currently known about this topic? ○Digital games can improve motivation and learning in primary maths.○However, game types and year groups might affect how well they work.○Intervention length and design elements could also play a role.○A clear overview of which factors matter most is currently lackingWhat does this paper add? ○This study looks at many research papers on digital maths games.○It shows games do help, but how well depends on several things○Simulation games work best, and some year groups benefit more.○Shorter or longer interventions proved more successful.Implications for practice/or policy ○Use simulation games to teach math for best results.○Years 1, 2, 4, and 6 may show more improvement.○Consider shorter bursts or longer integration of game‐based learning.○Social and story elements make games more effective.
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