In the recent decade, a number of literature reviews were conducted to examine the effectiveness of learning games. However, prior reviews typically focused on providing a synopsis of the overall research trends and the games’ impact on cognitive and non-cognitive learning, without providing critical and contextual information of learning-gameplay integration or the game design features. The current review focuses on recent empirical studies that implement learning games for K-12 mathematics education during the time period of 2008–2021 via a systematic search of the databases. Forty-three papers were identified as the result of a three-stage data extraction process. We identified the trends of implementing learning games in mathematics education and the ways to designing and integrating math content in gameplay. We propose that more research is needed to examine the design and use of learning games for math learning in K-12 settings. Recommendations for future game-based learning design and research are presented.

在最近十年中，进行了许多文献综述来检验学习游戏的有效性。然而，先前的评论通常侧重于提供总体研究趋势的概要以及游戏对认知和非认知学习的影响，而没有提供学习-游戏整合或游戏设计特征的关键和上下文信息。目前的审查侧重于最近的实证研究，这些研究通过系统搜索数据库在 2008-2021 年期间为 K-12 数学教育实施学习游戏。四十三篇论文被确定为三阶段数据提取过程的结果。我们确定了在数学教育中实施学习游戏的趋势以及在游戏中设计和整合数学内容的方法。我们建议需要更多的研究来检查 K-12 设置中用于数学学习的学习游戏的设计和使用。提出了对未来基于游戏的学习设计和研究的建议。