Mathematics is a universal science that serves as the foundation for many scientific disciplines ²⁷. It plays a significant role in advancing society and the economic prosperity of individuals, as well as fostering science and technological development in a country ⁴⁴. Mathematics learning is therefore essential for students to develop problem‑solving abilities and analytical thinking skills that are useful in everyday life (¹⁸; ²⁴).

Even though mathematics is very important, in reality, mathematics education always faces challenges related to student engagement, conceptual understanding, and the application of meaningful mathematical ideas in authentic situations ⁴². Numerous educational systems report that many students perceive mathematics as abstract, difficult, and disconnected from their daily experiences, which ultimately reduces motivation and participation in classroom activities (²⁶; ³²). This situation became even more pronounced during and after the COVID-19 pandemic, when the intensive use of digital technology and mobile devices significantly changed students' learning habits and attention patterns ⁴⁷. Students became more accustomed to interactive digital environments and entertainment-oriented applications, while conventional instructional approaches were often perceived as monotonous and less stimulating (¹; ³⁴). This situation has encouraged educators and researchers to seek instructional approaches capable of transforming students’ digital engagement into meaningful learning experiences.

Interest is the greatest motivation for students to study, and the most effective way to study is through games that direct students to study so that students feel that studying is as fun as playing ⁸. The idea that using games for fun while learning can increase motivation and spark interest during learning has been put forward by researchers as a viable and effective teaching method ²⁸. Not only games, but the utilization of technology in teaching can also increase students' interest as it engages students in learning, provides learning experiences, improves conceptual understanding, and fosters mathematical thinking (¹⁰; ²¹).

Digital Game-Based Learning (DGBL) Model is a model that integrates elements of gameplay, interactivity, and digital technology into the learning process ⁴⁴. Research demonstrates that well-designed digital games can support exploration, problem solving, and experimentation in mathematics learning environments (⁶; ¹⁰). The experts argue that digital games promote persistence and intrinsic motivation because they provide immediate feedback and adaptive learning pathways ⁴¹. Findings from meta‑analytic research show positive effects of digital games on mathematics achievement and students’ attitudes toward the subject ⁶. Cognitive engagement increases when learners manipulate mathematical objects within game environments that simulate real‑world scenarios ⁵⁰. Broader adoption of DGBL in mathematics classrooms reflects recognition that digital technologies can transform passive learning experiences into active knowledge construction processes ²⁰.

Although DGBL has shown considerable potential in mathematics learning, many existing digital mathematics games are still poorly connected to students' cultural and social realities, leading students to perceive mathematical concepts as unrelated to everyday life ⁵². Several studies have noted that traditional educational games often fail to align with students' cultural and personal contexts, leading to inactivity or unintended learning outcomes ⁵¹. This limitation is important because mathematics is closely related to human culture and daily life ⁴³. The construction of knowledge through culture can be obtained from cultural tools, symbols, social interactions, and contextual experiences. Consequently, mathematics learning becomes more meaningful when instructional activities connect mathematical concepts to familiar cultural practices, community experiences, local knowledge systems, and students’ identities (¹⁷; ³⁰).

In this study, the term cultural context refers to learning situations, narratives, representations, symbols, practices, identities, or environments that are directly associated with the social and cultural experiences of learners. This definition includes ethnomathematical elements, indigenous or local knowledge, local language use, culturally relevant narratives, student identity representation, historical-cultural practices, and everyday cultural activities that shape learners’ understanding of mathematics. Researchers exploring culturally contextualized digital learning environments report improved motivation and stronger emotional connections to the learning process ¹⁶. In addition, culture also significantly influences one's choice of technology and technology-mediated learning, so culture must be taken into account when designing educational digital games ³⁹. So, it can be concluded that educational innovations combining cultural relevance and digital technologies are a promising direction for contemporary mathematics education.

Several previous reviews have examined Digital Game-Based Learning from different perspectives, including learning achievement, engagement, motivation, technological design, and interaction patterns in educational games (⁶; ²⁰; ⁴¹). Other studies have explored how learning using cultural materials can increase students' learning motivation and facilitate students' understanding of a lesson ¹⁷. However, limited attention has been given specifically to the intersection between DGBL, cultural context, and mathematics learning. Existing studies remain fragmented across disciplines and educational levels, especially at the elementary education ¹¹. In addition, many previous reviews have pointed to a lack of attention to the integration of cultural context in mathematics-focused digital games ²⁰. Previous reviews have rarely identified what mathematics topics are taught, what research methodologies dominate the field, what variables are frequently studied, and what forms of cultural integration are most commonly applied in DGBL mathematics research. This fragmentation creates difficulties in identifying consistent patterns, methodological trends, research gaps, and future directions for the development of culturally contextualized digital mathematics learning.

Another unresolved issue concerns the extent to which current DGBL research in mathematics learning. Many studies report that DGBL can have a positive impact on various aspects of student learning, such as increased knowledge, conceptual and cognitive skills, affective and motivational outcomes, and behavioral transformation outcomes, but few studies explain how cultural integration supports this ¹¹. Similarly, there remains limited discussion regarding which educational levels, mathematical materials, and cultural dimensions are most frequently represented in existing studies. The absence of a comprehensive synthesis makes it difficult for researchers, teachers, and educational designers to identify which areas have been extensively explored and which areas still require further investigation. Therefore, a systematic literature review is necessary to map current research trends, identify dominant methodological approaches, examine forms of cultural integration within DGBL mathematics learning, and evaluate the directions suggested for future research ³.

Based on the information above, this study aims to systematically review research on Digital Game-Based Learning with cultural contexts in mathematics learning. Specifically, this review addresses the following research questions:

RQ1. What types of research designs are most commonly used in studies on DGBL with cultural contexts in mathematics learning?

RQ2. What research subjects, educational levels, and research instruments are most frequently involved in the studies?

RQ3. What mathematical materials and forms of cultural context are integrated into DGBL mathematics learning?

RQ4. What variables, learning media, and educational outcomes are most frequently investigated in the reviewed studies?

RQ5. What limitations and future research directions are identified in studies related to DGBL with cultural contexts in mathematics learning?

This study is expected to contribute theoretically and practically to the development of mathematics learning research by providing a clearer understanding of current trends, conceptual patterns, and methodological tendencies in culturally contextualized DGBL research. The findings may also support researchers, educators, instructional designers, and policymakers in identifying opportunities for developing more meaningful, culturally responsive, and pedagogically effective digital mathematics learning environments.

This type of research is a systematic literature review using the content analysis method as data analysis. The use of this method is because it can offer a comprehensive review of earlier works on the generic and specific issues considered in the research ³¹. The reference in compiling a systematic review in this study is the PRISMA method with four stages ³³ which is shown in Figure 1.

The first stage in PRISMA is identification. The identification stage aimed to collect relevant studies associated with DGBL, cultural contexts, and mathematics learning. The literature search was conducted through the Scopus database on November 1, 2024. The reason why only Scopus was used as the database in this study is that Scopus is the largest curated abstract and citation database, while ensuring that only high-quality data is indexed through rigorous content selection and re-evaluation ⁴. Scopus indexes a vast range of peer-reviewed journals, conference proceedings, and other scholarly content across multiple disciplines, making it a robust resource for SLR ⁴⁸. The database is widely recognized in systematic literature review studies because it provides broad international coverage and reliable bibliometric information. Although additional databases such as Web of Science or ERIC may provide complementary sources, Scopus was considered sufficient for this review because the objective of the study was to map high-quality international publications related to DGBL with cultural contexts in mathematics learning

In order for the research to be directed towards the objective, the keywords used in the search are "digital game-based learning" AND "cultural" AND "mathematics". The search process was conducted without restrictions on publication year to capture the historical development of the topic comprehensively. Only peer-reviewed journal articles and conference proceedings published in English were included to ensure academic quality and consistency of interpretation during the analysis process. During the identification stage, 153 documents were retrieved.

Screening is done after the identification step. According to ⁵³, the documents selected for analysis must be assessed according to the criteria used in the study. Data was checked through the title, abstract, and keywords was carried out based on the required criteria.

Studies were included if they met the following criteria: (1) discussed Digital Game-Based Learning; (2) involved mathematics learning or mathematical concepts; (3) integrated cultural contexts into learning activities or game environments; and (4) contained empirical or conceptual discussions relevant to educational implementation. Studies were excluded if they: (1) focused solely on entertainment games without educational purposes; (2) discussed digital learning without game-based elements; (3) did not involve mathematics learning; or (4) did not contain identifiable cultural contexts.

During the screening stage, 118 documents were excluded for several reasons. A total of 42 documents were unrelated to mathematics learning, 31 studies discussed digital learning without game-based approaches, 33 studies lacked cultural contexts, and 12 studies were excluded because they lacked sufficient accessible information. After the screening process, 35 documents remained for full-text eligibility assessment.

After obtaining 35 documents, the next stage is eligibility. At this stage, an assessment is carried out using the help of The Joanna Briggs Institute (JBI) critical appraisal tools by making exceptions for documents that have a score below 50% ². The assessment is carried out based on suitability with the matters to be observed, namely the type of research, research subjects, research instruments, mathematical materials, culture used as a learning context, measured variables, learning media used, research results, and research suggestions.

Each checklist item was scored using a binary assessment system, where “Yes” responses received one point and “No,” “Unclear,” or “Not Applicable” responses received zero points. The final score for each study was calculated as the percentage of fulfilled criteria relative to the total applicable criteria in the selected checklist. Studies obtaining scores below 50% were excluded because they were considered methodologically insufficient to support reliable synthesis. The quality assessment process was conducted independently by two researchers over a two-week period to reduce subjectivity and increase consistency in the evaluation process. To ensure inter-rater reliability, disagreements between reviewers were discussed collaboratively until consensus was achieved. When differences in interpretation could not be resolved directly, a third reviewer was consulted to provide additional judgment regarding the study eligibility or scoring results. A total of 14 documents were obtained, which had a value above 50%.

Document analysis conducted in this study is a document taken from the Scopus database (www.scopus.com) with details that can be seen in Table 1. The document analysis method used content analysis from ¹¹ and ²⁵ which was modified for the sake of suitability of research objectives. Modifications were made by synthesis and replication between the two methods, namely by analyzing the year of publication, type of research, research subjects,

research instruments, mathematical material, culture used as a learning context, measured variables, learning media used, research results and research suggestions from the document.

The coding and categorization process was conducted manually using structured spreadsheet matrices because the number of eligible studies remained manageable for detailed interpretative analysis. The researchers systematically compared coding results, refined category boundaries, and synthesized thematic relationships across the reviewed studies to maintain analytical consistency. This approach allowed the review not only to describe bibliometric tendencies, but also to identify conceptual patterns and research gaps related to culturally contextualized DGBL in mathematics learning.

The findings of this systematic literature review are presented according to the research questions formulated in the introduction. Rather than merely describing publication frequencies, this section synthesizes methodological tendencies, thematic patterns, forms of cultural integration, educational focuses, and emerging trends identified across the reviewed studies. A total of 14 studies met the inclusion criteria and were analyzed comprehensively.

This systematic literature review demonstrates that research concerning Digital Game-Based Learning (DGBL) with cultural contexts in mathematics learning remains relatively limited despite increasing scholarly attention during the last decade. The gradual growth of publications after 2018 indicates that researchers have become increasingly interested in combining mathematics learning, digital technologies, and culturally responsive pedagogical approaches within a single instructional framework. The limited number of studies identified in this review suggests that the integration of cultural contexts into digital mathematics games is still an emerging area requiring further theoretical and methodological development. Designing culturally contextualized mathematics games involves not only technological considerations, but also pedagogical sensitivity, cultural understanding, and interdisciplinary collaboration among educators, instructional designers, and game developers ⁵. Consequently, the complexity of integrating meaningful mathematical content with authentic cultural representation may explain why research in this field remains relatively fragmented and limited in scope.

The findings also indicate that qualitative and experimental research designs dominate the existing literature. This methodological tendency reflects two complementary research orientations within DGBL studies. Qualitative approaches are primarily used to explore students’ learning experiences within culturally contextualized learning environments, while experimental studies focus on evaluating the influence of DGBL in mathematics learning. Through these two types of research, it is shown that researchers are trying to balance exploratory insights with empirical validation in studying the DGBL model with a cultural context in mathematics learning ⁹.

The dominance of elementary and junior high school students as research participants indicates that culturally contextualized DGBL is currently positioned primarily as an engagement-oriented instructional approach for younger learners. This could happen because digital games are a learning medium that can improve student motivation, attitudes, and performance ⁶. In addition, DGBL can stimulate great improvements in student productivity and creativity ¹². However, the concentration of studies at foundational educational levels simultaneously reveals an important research gap. Advanced mathematics topics at secondary school  education levels remain underrepresented in the literature, suggesting that researchers may still encounter difficulties in designing culturally meaningful game mechanics capable of supporting abstract mathematical reasoning.

The frequent use of interviews and questionnaires as research instruments reflects an emphasis on capturing subjective learning experiences and perceptions. This methodological preference corresponds with the affective domain of learning, where motivation, engagement, and attitudes are central constructs ¹⁹. Observation and test instruments complement this approach by providing triangulation data that strengthens the validity of findings in mixed-methods research.

One important issue emerging from this review concerns the limited specificity of mathematical content within many studies. Most reviewed documents discussed mathematics learning broadly without clearly identifying the mathematical concepts taught through DGBL environments. This phenomenon may be linked to the design complexity of integrating precise mathematics materials into engaging game mechanics while maintaining cultural authenticity ⁴¹. Only three documents mention the material specifically, where the material used is basic calculations, multiplication and numbers ⁴⁰, basic mathematical arithmetic operations (Li et al., 2019) and fractions ⁴⁶. These three materials are materials for elementary school mathematics learning. This finding also indicates that the current development of culturally contextualized DGBL remains concentrated on introductory mathematical learning than deeper conceptual reasoning. So it can be concluded that mathematics materials in secondary schools need to be studied to explore the influence of using the DGBL model in various mathematics learning contexts (⁷; ¹⁵; ²²).

Another important finding relates to the cultural context used in the research. The most widely used cultural context is the culture and identity of students. Cultural context integration, particularly through student identity, highlights the role of sociocultural theory in learning. Learning is understood as a socially mediated process where knowledge construction is influenced by cultural tools and symbols. The use of identity-based avatars and culturally relevant narratives allows learners to connect mathematical concepts with their lived experiences, thereby enhancing engagement and meaning-making (¹⁴; ⁴⁵). In addition, by utilizing student identity, mathematics learning becomes relevant for students because students feel that mathematical problems are directly connected to their daily lives.

At the same time, this review identified considerable inconsistency in how culture was conceptualized and implemented across studies. Some documents provided detailed explanations of the cultural context in which they are used, whereas others referred to “cultural context” only in general terms without clarifying the cultural dimensions involved. This conceptual inconsistency indicates the absence of a standardized framework for integrating culture within DGBL mathematics learning. The findings therefore suggest that future research should establish clearer theoretical foundations regarding what constitutes meaningful cultural integration within educational game design.

In research variables, variables referred to are mostly affective, whereas the most widely used variables are learning experiences and learning processes. Students commonly described culturally contextualized game environments as more enjoyable, relatable, and meaningful ²². Nevertheless, these findings should be interpreted carefully. The present review primarily synthesized thematic trends and variable occurrences rather than extracting statistical effect sizes or conducting meta-analytic calculations. Consequently, the findings do not provide conclusive evidence regarding the magnitude of DGBL effectiveness in improving mathematical achievement. So it can be concluded that the reviewed studies tend to support positive affective and experiential learning conditions.

The findings regarding learning media also demonstrate the increasing use of immersive digital environments, particularly three-dimensional (3D) educational games and interactive virtual platforms. The environment created is centered on the theme of the story ³⁶. Through digital games that use 3D environments, we can encourage positive impacts on learning and long-term knowledge retention that is appropriate to the level of the student's learning environment ³⁶.

The reviewed studies also highlight several methodological limitations that should be addressed in future investigations, such as conducting direct observations, extending the duration of the research, enlarging the research sample, exploring cultural relevance in DGBL, and designing and using DGBL models with a cultural context in mathematics learning (¹⁴, ¹⁵; ³⁸; ⁴⁰; ⁴⁵; ⁴⁶; ⁴⁹). In addition, comparative cross-cultural investigations and research involving advanced mathematical topics are still needed to provide a more comprehensive understanding of how culturally contextualized DGBL influences mathematics learning over time.

Overall, this review indicates that culturally contextualized DGBL possesses meaningful educational potential, particularly in strengthening engagement, relevance, and students’ emotional connection to mathematics learning. However, the field remains theoretically fragmented and methodologically underdeveloped in several areas. Future research should therefore focus on developing clearer conceptual frameworks, stronger methodological designs, and deeper investigations into how cultural integration can support not only affective engagement, but also against other domains.

This systematic literature review examined the development of Digital Game-Based Learning (DGBL) with cultural contexts in mathematics learning by synthesizing findings from 14 selected studies published between 2014 and 2024. The review demonstrates that research in this field remains relatively limited and conceptually fragmented, despite growing international interest in integrating digital technologies, culturally responsive pedagogy, and mathematics learning. Existing studies predominantly employ qualitative and experimental research designs and focus mainly on elementary and junior high school students. Interviews, questionnaires, observations, and tests are the most frequently used research instruments. Limitations identified across studies, including the lack of a specific focus on mathematics materials and cultural contexts and the limited scope of the research, point to the need for more targeted and diverse investigations. Documents that specifically mention the material are elementary school mathematics learning materials, while the most widely used cultural context besides culture is the identity of students.

In research results, variables referred to are mostly affective, whereas the most widely used variables are learning experiences and learning processes. Nevertheless, these findings should be interpreted carefully. The present review primarily synthesized thematic trends and variable occurrences rather than extracting statistical effect sizes or conducting meta-analytic calculations. Consequently, the findings do not provide conclusive evidence regarding the magnitude of DGBL effectiveness in improving mathematical achievement. The review also identifies several important limitations within the existing body of literature. Many studies involve small participant groups, short intervention durations, and context-specific implementations, limiting the generalizability of findings across broader educational settings. In addition, methodological inconsistencies and variations in defining cultural context indicate the need for clearer conceptual and theoretical frameworks within future DGBL research.

Based on these findings, future research should prioritize the development of theoretically grounded and pedagogically meaningful DGBL environments that integrate authentic cultural experiences with advanced mathematical learning objectives. Researchers are encouraged to explore secondary and higher education contexts, involve larger and more diverse participant populations, conduct longitudinal investigations, and employ stronger mixed-methods or experimental research designs. Future educational game development should also move beyond superficial cultural representation by embedding cultural narratives, practices, and identities directly into mathematical problem-solving activities and gameplay structures.

The authors would like to thank The International Seminar on Applied Mathematics and Mathematics Education (ISAMME) (IKIP Siliwangi) for the opportunity to provide space to present this research and provide useful suggestions for our research.