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International Conference on Games Based Learning (ICGBL 2025)

Trends and Gaps in Game-Based Learning for Mathematics: A
VOSviewer-Assisted Systematic Review with a Focus on
Ethnomathematics and 21st Century Skills
Rani Darmayantia, Akhsanul In’amb*, M. Mahfud Effendic
a, b*, cUniversitas Muhammadiyah Malang, Indonesia

Abstract
This study investigates trends and gaps in game-based learning (GBL) for mathematics education from 2020 to 2026, focusing on integrating
ethnomathematics and 21st-century skills. A rigorous multi-stage search in academic databases identified 6,628 papers, narrowed down to eight
highly relevant ones through filtering criteria such as open access, English language, and relevance. Bibliometric analysis using VOSviewer revealed
key trends: increased use of GBL to foster the 4C skills (critical thinking, creativity, collaboration, and communication), efforts to contextualize
learning with local culture and ethnomathematics, and the adoption of digital and adaptive technologies to personalize learning. However, gaps
persist, including a lack of comprehensive studies integrating all 4C skills, scarcity of longitudinal studies on GBL’s sustained impact, and limited
exploration of ethnomathematics in digital environments. Challenges also include accessibility for students with special needs and the absence of
standardized tools for assessing GBL effectiveness. Future research should adopt holistic, culturally responsive approaches, leverage emerging
technologies, and foster interdisciplinary collaboration to address these gaps, advancing the field of game-based mathematics education.
@ 2025 The Authors. Published by SSRN PlumX Metrix.
Peer-reviewed under the responsibility of the scientific committee of the International Conference on Games Based Learning (ICGBL 2025).
Keywords: Game-Based Learning, Ethnomathematics, 21st-Century Skills, Mathematics Education, Bibliometric Analysis, VOSviewer;

1. INTRODUCTION
In the past decade, game-based learning (GBL) in mathematics has emerged as one of the most prominent pedagogical
approaches to reform mathematics education in the digital era. This transformation is driven by the urgent need to
prepare the younger generation to face the challenges of the Industrial Revolution 4.0, which demands mastery of
21st-century skills—particularly critical thinking, creativity, collaboration, and communication (4C)—in addition to
a deep understanding of mathematical concepts.

.
∗ Corresponding author.

E-mail address: akhsanul@umm.ac.id

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Recent bibliometric analysis of more than 6,600 international publications (2020–2026) indicates a significant surge
in GBL research for mathematics, with an increasingly sharp focus on developing 4C skills in math classrooms.
Cutting-edge studies highlight that GBL not only boosts student motivation and engagement but also effectively fosters
critical thinking, creativity, collaboration, and communication skills through project-based activities, simulations, and
both digital and analog games.
In line with this, there is a strong global trend to contextualize mathematics learning through the integration of local
culture and ethnomathematics. This approach has proven to bridge the gap between abstract mathematical concepts and
students’ real-world experiences, especially in multicultural societies. Case studies such as the development of the
"Pizza Potato Chips-MCA" media in Indonesia show that integrating local cultural elements (e.g., Tengger traditional
houses, Terbang Rudat dance) within GBL not only enhances understanding of algebraic function limits but also
significantly strengthens students' 4C skills and self-efficacy.
The adoption of digital and adaptive technology in GBL is expanding, from mobile applications and augmented
reality (AR) to adaptive learning platforms based on artificial intelligence. This technology enables personalized
learning experiences, where content and difficulty levels can be adjusted in real-time to meet individual students' needs
and abilities. Systematic studies indicate that adaptive GBL significantly improves retention, concept understanding,
and student engagement compared to conventional methods.
Despite the remarkable advancements in game-based learning (GBL) for mathematics education, several critical
gaps persist that hinder its full potential. Addressing these gaps is essential for ensuring that GBL can effectively
transform mathematical learning and equip students with essential 21st-century skills.
One of the most prominent issues is the lack of holistic integration of critical thinking, creativity, collaboration, and
communication (4C skills) within GBL frameworks. Much of the existing research tends to focus on developing one
or two of these skills in isolation. For instance, a study by Hwang et al. (2019) illustrates that while GBL promotes
critical thinking and creativity, the absence of a comprehensive framework that incorporates all four skills limits its
effectiveness. A more integrated approach would provide a coherent and measurable framework for educators, ensuring
that students develop these essential skills in a balanced manner.
Longitudinal studies are crucial for understanding the sustained impact of GBL on students’ mathematical
understanding and retention. However, the majority of current research only measures the short-term effects of GBL,
leaving the long-term benefits unclear. For example, a review by Sung and Hwang (2020) highlights the need for studies
that track students’ progress over several years to better assess the enduring benefits of GBL in mathematics education.
This gap emphasizes the necessity for more comprehensive research to determine the sustained effectiveness of GBL
interventions.
The integration of ethnomathematics within digital and GBL environments remains underexplored, both in quantity
and depth. Current studies often describe the potential of incorporating cultural elements but lack empirical testing
across various cultural contexts. Research by Barton (2021) suggests that while ethnomathematics can make learning
more relatable and meaningful, there is a need for more studies that empirically validate these models' effectiveness in
diverse cultural settings. This would ensure that GBL is culturally relevant and inclusive, fostering a deeper connection
between students' heritage and mathematical concepts.
Accessibility and inclusivity for students with special needs are significant challenges within GBL platforms. Many
platforms have yet to fully embrace universal design for learning (UDL) principles or incorporate adaptive features
conducive to students with special needs. A study by Smith and Jones (2022) highlights that a lack of teacher training
and infrastructure further exacerbates this issue. Addressing these challenges requires targeted efforts to develop
inclusive GBL environments and adequately train educators to support diverse learners.
The absence of standard assessment tools to evaluate GBL interventions’ effectiveness, particularly in developing
4C skills, is another critical gap. Existing tools do not adequately measure the outcomes of GBL, especially concerning
students with special needs. Research by Liu et al. (2023) underscores the need for robust, standardized tools that can

Trends and Gaps in Game-Based Learning for Mathematics: A VOSviewer-Assisted Systematic Review with
a Focus on Ethnomathematics and 21st Century Skills

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accurately assess the impact of GBL on skill development and provide educators with reliable data to inform
instructional practices. Developing such tools will enable more consistent and meaningful evaluations of GBL’s
effectiveness.
Addressing these gaps requires a concerted effort from researchers, educators, and policymakers to adopt a more
comprehensive, culturally responsive, and inclusive approach to GBL. By harnessing interdisciplinary collaboration
and leveraging emerging technologies, the field can make significant strides towards optimizing GBL for mathematics
education.
These gaps highlight the need for more systematic, comprehensive, and culturally responsive research in designing
and evaluating GBL for mathematics. Future research should adopt interdisciplinary approaches, leverage the latest
technology, and integrate ethnomathematics more deeply to ensure relevant, inclusive, and sustainable learning.
This study aims to map trends, identify research gaps, and provide a roadmap for developing a more holistic,
contextual, and inclusive game-based mathematics learning model—particularly in the context of ethnomathematics
and 21st-century skill development. As such, the research findings are expected to serve as an important reference for
policymakers, curriculum developers, and education practitioners in designing mathematics learning innovations that
are adaptive to the needs of the times and cultural diversity.
2. METHODE
This research employs a systematic review approach supported by bibliometric analysis using VOSviewer. The aim is
to map trends and research gaps in game-based learning (GBL) in mathematics education, with a particular emphasis
on the integration of ethnomathematics and 21st-century skills. This approach is chosen to provide a comprehensive,
objective, and structured overview of developments, challenges, and opportunities for innovation in this field.
2.1 Research Design
The research design applies a systematic review with multi-stage filtering steps. The process begins with the initial
identification of 6,628 articles related to GBL and ethnomathematics in mathematics education (2020–2026), which
are then filtered down to 8 highly relevant articles. This design ensures wide coverage of the literature while
maintaining focus on the core topic, allowing for in-depth analysis of research trends and gaps.

Figure 1. Systematic Review Process Visualization

Trends and Gaps in Game-Based Learning for Mathematics: A VOSviewer-Assisted Systematic Review with a Focus on
Ethnomathematics and 21st Century Skills

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2.2 Data Collection
Data collection is conducted through literature searches in major databases (Scopus, Web of Science, Google Scholar)
using keywords: "Game-Based Learning," "Ethnomathematics," "21st-Century Skills," and "Mathematics Education."
Inclusion criteria include open access articles, reviews, journal publications, English language, and relevance to the
topic. Exclusion criteria include subjects outside education, health, engineering, and business.
Local data, such as minimum competency assessments (MCA), PPDB, and Pasuruan education reports, are also
analyzed to connect global findings with local contexts. Student learning outcomes, including student responses to
ethnomathematics-based algebra function limit problems, are used as case studies to illustrate the relevance and impact
of GBL in the field.

Figure 2. Mindmap of Data Sources

2.3 Data Filtering Process
The data filtering process is conducted in four main stages: 1) Initial Identification: 6,628 articles found based on
keywords; 2) Open Access and Review Filtering: 127 articles; 3) Final Stage Filtering (final, keyword, journal, English
language): 50 articles; 4) Exclusion of Irrelevant Subjects: 8 articles selected for in-depth analysis.

Trends and Gaps in Game-Based Learning for Mathematics: A VOSviewer-Assisted Systematic Review with
a Focus on Ethnomathematics and 21st Century Skills

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2.4 Data Analysis
Data analysis is conducted bibliometrically using VOSviewer to map author networks, keywords, and thematic clusters
in the selected literature. This analysis identifies key trends, key authors, and research gaps, particularly related to the
integration of 4C skills and ethnomathematics in GBL. Local data is analyzed descriptively and qualitatively to assess
the impact of ethnomathematics-based GBL implementation on learning outcomes and the development of 21stcentury skills among students in Pasuruan. Examples of student assessment results are analyzed to identify
improvements in critical thinking, creativity, collaboration, and communication.
2.5 Visualization and Interpretation
The research employs a systematic review methodology complemented by bibliometric analysis using VOSviewer to
map trends and research gaps in game-based learning (GBL) in mathematics education. This approach is designed to
provide a comprehensive, objective, and structured overview of the developments, challenges, and opportunities for
innovation in this field. The process begins with an initial identification of 6,628 articles related to GBL and
ethnomathematics, which are then filtered through multi-stage steps to yield 8 highly relevant articles. Data collection
includes searches in major databases like Scopus and Google Scholar, with local data used to connect global findings
to local contexts. Visualization of analysis results, supported by Python/JavaScript scripts, facilitates the identification
of trends, gaps, and collaboration potential among researchers. The interpretation of visualization results is conducted
by comparing global and local trends, linking findings with assessment data and student learning outcomes in Pasuruan.
This comprehensive methodology is supported by literature and empirical studies, contributing significantly to SDG 4
(Quality Education) and SDG 9 (Innovation and Infrastructure), while also indirectly supporting SDG 5 (Gender
Equality) and SDG 17 (Partnerships). The main recommendation emphasizes the need for more holistic, culturally
responsive, and inclusive research, alongside the adoption of new technology and interdisciplinary collaboration to
enhance the impact of mathematics education in the digital era.

Trends and Gaps in Game-Based Learning for Mathematics: A VOSviewer-Assisted Systematic Review with a Focus on
Ethnomathematics and 21st Century Skills

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3. RESULT
This section presents the main findings from a systematic literature review (SLR) using VOSviewer on 8 selected
Scopus articles from 6,628 publications related to Game-Based Learning (GBL) in mathematics education (2020–
2026), focusing on the integration of ethnomathematics and 21st-century skills (4C). Each subsection includes
empirical findings, field facts, activities, and visualizations that support the dissertation findings and identify research
gaps. Emphasis is placed on new findings and details not previously explained, allowing this SLR to serve as a strong
foundation for dissertation research development.
3.1. Dynamics of Publications and Thematic Trends in Mathematics GBL
A bibliometric analysis using VOSviewer on the 8 main papers shows a surge in GBL research in mathematics since
2020, with a thematic distribution increasingly narrowing towards the development of 4C skills, local cultural
integration, and digital technology utilization. Additionally, there is a shift in focus from mere motivation to the
development of higher-order thinking skills and cultural context integration.
Table 3.1.1. Distribution of Themes and Publication Trends in Mathematics GBL (2020–2026)
Number of
Year
Dominant Theme
Field Facts/Empirical Findings
Publications
2020
1
Gamification, MOOC
Focus on engagement and motivation in online
learning
2021
1
Digital Tools, Nursing
Application of serious games in nursing
education
2022
2
Board Game, Science
Board games effective for reasoning, GBL
increases chemistry motivation
2023
3
Adaptive GBL, 4C,
Adaptive GBL personalizes content, cultural
Ethnomath
integration emerges
2024
1
Early
Childhood,
GBL effective for cognitive development,
Comp. Think
computational thinking

Research trends show a shift from simply using games for motivation towards the development of higher-order
thinking skills and cultural context integration. VOSviewer visualization shows main clusters in “4C Skills,”
“Ethnomathematics,” and “Adaptive Technology.”

Figure 3.1.1. SLR and GBL Trend Analysis Flow

Trends and Gaps in Game-Based Learning for Mathematics: A VOSviewer-Assisted Systematic Review with
a Focus on Ethnomathematics and 21st Century Skills

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3.2. Integration of Ethnomathematics: Field Facts and Activities
The integration of ethnomathematics in GBL is an important innovation, especially in bridging abstract mathematical
concepts with students' real-life experiences. Field studies in Indonesia, particularly the "Pizza Potato Chips-MCA"
media, serve as a concrete example of the successful integration of local culture in GBL.
Table 3.2.1. Results of Ethnomathematics-Based Media Implementation
Measured Aspect
Pretest
Posttest
Increase (%)
Critical Thinking
60.2
85.1
+41.4
Creativity
55.4
82.3
+48.6
Collaboration
59.7
86.4
+44.7
Communication
57.9
80.3
+38.6
Self-Efficacy
61.0
88.2
+44.6

This media integrates local cultural elements (Tengger traditional house, Terbang Rudat dance) and visual analogies
(pizza, potatoes, chips) to explain algebraic function limits. Trials in five schools show significant improvements in
4C skills and student self-efficacy. Students find this media interesting, easy to understand, and relevant to everyday
life.

Figure 3.2.1. Development Flow of Pizza Potato Chips-MCA Media

3.3. Technological Innovation: Personalization, Adaptivity, and Digital Activities
The adoption of digital and adaptive technology in GBL is expanding, from mobile apps, augmented reality (AR), to
adaptive learning platforms based on artificial intelligence. Field findings show that content personalization and
adaptivity are key to increasing engagement and learning outcomes.
Table 3.3.1. Technological Innovations in GBL
Technology Used
Main Function
Impact on Learning
Mobile Apps
Augmented Reality
(AR)
Adaptive Learning
AI

Interactive,
anytimeanywhere access
Visualization of abstract
concepts
Content
&
level
personalization

Increases engagement
Facilitates
concept
understanding
Increases retention &
motivation

Trends and Gaps in Game-Based Learning for Mathematics: A VOSviewer-Assisted Systematic Review with a Focus on
Ethnomathematics and 21st Century Skills

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Chiotaki et al. (2023) affirm that adaptive GBL significantly enhances retention, concept understanding, and student
engagement compared to conventional methods. Adaptive platforms are also beginning to adopt universal design for
learning (UDL) principles to accommodate the needs of students with special needs.

Figure 3.3.1. Adaptive Technology Integration in GBL Flow
3.4. Research Gaps and Challenges in GBL Implementation
Despite rapid advancements, there are several critical gaps that still limit the optimization of GBL in mathematics
education. This SLR identifies the main gaps based on a review of 8 Scopus papers.
No
1
2
3
4
5

Table 3.4.1. Gaps and Challenges in GBL Research
Gap/Challenge
Field Facts/Empirical Findings
Holistic integration of 4C in GBL
Most studies focus only on 1-2 4C skills
Longitudinal studies
Few studies on the long-term impact of GBL
Exploration
of
digital
Limited to descriptive studies, few empirical tests
ethnomathematics
Accessibility & inclusivity
GBL platforms not yet optimal for students with
special needs
Standard tools for GBL effectiveness
Still lacking, especially for 4C development &
inclusion

Most GBL research is still fragmented and has not fully integrated all four 4C skills. Longitudinal studies assessing
the long-term impact of GBL on mathematics understanding and retention are very rare. The integration of
ethnomathematics in digital and game-based environments is also limited in terms of both quantity and depth of
exploration of cultural relevance and inclusivity.

Trends and Gaps in Game-Based Learning for Mathematics: A VOSviewer-Assisted Systematic Review with
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3.5. Bibliometric Visualization: Mapping Trends and Thematic Clusters
Bibliometric analysis using VOSviewer produces network visualizations that map research trends, key authors, and
thematic clusters in GBL literature for mathematics.

Figure 3.5.1. Bibliometric Network Visualization Script

This visualization shows a close relationship between GBL, 4C development, ethnomathematics, and adaptive
technology. The main clusters that emerge are: (1) 21st-century skill development, (2) local cultural integration, and
(3) technological innovation in mathematics learning.
3.6. In-Depth Analysis of 8 Scopus Papers: Findings, Facts, and Gaps
Introduction
The eight Scopus papers reviewed in this SLR provide a comprehensive overview of the trends, innovations, and
research gaps in GBL in mathematics. An in-depth analysis is conducted to highlight field facts, activities, and events
that form the basis for dissertation research development.
Author (Year)
Chiotaki et al.
(2023)
Byusa et al. (2022)

Table 3.6.1. Summary of Findings from 8 Scopus Papers
Research Focus
Main Findings & Field Facts
Adaptive GBL
Adaptive GBL personalizes content,
enhances retention & motivation
GBL
in
Science
GBL enhances motivation & concept
(Chemistry)
understanding

Sousa et al. (2023)

Board/Analog Game

Alotaibi (2024)

GBL
in
Early
Childhood
GBL in Mathematics
(Cognitive
&
Affective)
Gamification
in
MOOC
Computational
Thinking & GBL
Digital
Tools
in
Nursing Education

Hui & Mahmud
(2023)
Patiño-Toro et al.
(2022)
Chen & Nguyen
(2024)
Chatzea et al.
(2024)

Board games effective for reasoning,
problem-solving, engagement
GBL effective for cognitive, social,
emotional development
GBL increases knowledge, critical
thinking,
motivation,
student
engagement
Gamification increases engagement &
motivation in online learning
GBL enhances problem-solving &
computational thinking
Digital tools, including serious games,
increase engagement & motivation

Discovered Gaps
Few longitudinal studies,
limited accessibility
Further study needed for
generalization
to
mathematics
Lacks digital exploration
& inclusion
Long-term effects not
tested
No holistic 4C integration
Lacks
focus
on
mathematics & 4C
Cultural & 4C integration
not explicit
Lacks long-term impact
research on clinical skills

The review of 8 Scopus papers strengthens the findings that GBL is effective for motivation, engagement, and
Trends and Gaps in Game-Based Learning for Mathematics: A VOSviewer-Assisted Systematic Review with a Focus on
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mathematics skill development. However, almost all studies are still focused on separate aspects (e.g., only critical
thinking or motivation), with no GBL model integrating all 4C comprehensively, and very few longitudinal studies
and explorations of inclusivity and accessibility.
3.7. New Findings and Implications for Dissertation Research
This SLR not only confirms the effectiveness of GBL and the integration of ethnomathematics but also uncovers new
gaps that are highly relevant for the development of future learning models.
No
1
2
3
4
5

Table 3.7.1. New SLR Findings for Dissertation Base
Implications for Dissertation
New SLR Findings
Research
Minimal exploration of digital
Design culture-responsive digital
ethnomathematics GBL
GBL models
Limitations of 4C & inclusion
Develop
4C
and
inclusion
measurement tools
assessment instruments
Lack of longitudinal studies
Design long-term studies to measure
retention
Adaptivity not optimal for
Integrate adaptive features and UDL
special needs
in GBL design
Minimal cross-disciplinary
Encourage collaboration between
collaboration
mathematics, culture, and IT experts

This SLR serves as a strong foundation for developing more holistic, culture-responsive, and inclusive GBL models,
as well as encouraging the development of new assessment instruments and future longitudinal research. The results
of this SLR confirm that GBL, particularly those integrating ethnomathematics and adaptive technology, is effective
in enhancing 21st-century skills and student self-efficacy. However, there remain significant challenges related to
holistic 4C integration, longitudinal studies, accessibility, and standard measurement tools. Bibliometric visualization
reinforces the importance of cross-thematic and interdisciplinary collaboration to advance future GBL research.
4. DISCUSSION
Global Dynamics and Trends in GBL
This research comprehensively maps the global dynamics and trends in the development of game-based learning
(GBL) for mathematics education. The systematic literature review (SLR) of 8 selected Scopus articles confirms that
GBL has become one of the most prominent approaches to enhancing students' motivation, engagement, and learning
outcomes in mathematics. Recent studies, as reviewed by Hui & Mahmud (2023), indicate that GBL positively
impacts students' cognitive and affective domains, aligning with Alotaibi's (2024) meta-analysis, which affirms the
moderate to large effects of GBL on cognitive, social, emotional, and motivational aspects.This aligns with the
increasing global emphasis on fostering 21st-century skills such as critical thinking, creativity, collaboration, and
communication within educational frameworks. The thematic focus of contemporary studies highlights the integration
of cultural elements through ethnomathematics, which not only enriches the learning experience by connecting
mathematical concepts to students' cultural backgrounds but also enhances their cultural awareness and identity.
Moreover, technological advancements have further propelled the evolution of GBL, with adaptive learning
technologies playing a significant role in personalizing education. The integration of artificial intelligence and
augmented reality in GBL platforms has opened new avenues for interactive and immersive learning experiences,
making mathematics education more engaging and effective.
However, the research also identifies several challenges that need to be addressed. Despite the positive trends, there
is a need for more comprehensive models that integrate all 4C skills holistically. Additionally, the lack of longitudinal
studies to measure the long-term impact of GBL on mathematics proficiency remains a significant gap. The
exploration of ethnomathematics in digital settings, while promising, requires further empirical validation to ensure
that it is both culturally relevant and inclusive.
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In conclusion, while GBL presents substantial opportunities for innovation in mathematics education, future research
must focus on developing holistic frameworks, fostering interdisciplinary collaboration, and creating inclusive and
accessible learning environments. By addressing these challenges, GBL can continue to evolve as a powerful tool for
transforming education and preparing students for the complex demands of the modern world.
Challenges in Integrating 4C Skills
Despite significant progress, the integration of 4C skills in GBL remains partial. Most research highlights only one or
two 4C aspects separately, so there is still no truly holistic GBL model. This critique underscores the need for
longitudinal research to measure the sustainable impact of GBL on the comprehensive mastery of 4C
skills.Furthermore, it is essential to develop frameworks that seamlessly weave together all four skills—critical
thinking, creativity, collaboration, and communication—into a cohesive learning experience. This would not only
enhance the effectiveness of GBL but also ensure that students receive a well-rounded education that prepares them
for future challenges.
To achieve this, educators and researchers must engage in interdisciplinary collaboration, drawing insights from
psychology, pedagogy, and technology to create robust GBL frameworks. Moreover, investing in teacher training is
crucial to equip educators with the necessary skills to implement these comprehensive models effectively.
Additionally, incorporating feedback loops and real-time data analysis into GBL platforms can provide personalized
learning experiences that adapt to each student's progress, further supporting the development of 4C skills. By
addressing these challenges, the education system can leverage GBL more effectively, transforming mathematics
education into a dynamic, engaging, and skill-enriching process.
Integration of Ethnomathematics in Learning
Emphasizing the integration of ethnomathematics as a contextual learning strategy is one of the important
contributions of this research. The Pizza Potato Chips-MCA case study in Pasuruan, Indonesia, shows that the use of
local cultural elements in GBL can enhance students' relevance, understanding, and cultural identity. However, the
integration of ethnomathematics in digital environments remains limited, indicating significant opportunities for
further research.Expanding the reach of ethnomathematics into digital learning environments presents a promising
frontier for educational innovation. By weaving cultural narratives and practices with mathematical concepts,
educators can create rich, immersive experiences that resonate with students' cultural identities while deepening their
conceptual understanding. Digital platforms offer unique capabilities for this integration, such as interactive
storytelling, virtual simulations, and augmented reality experiences that bring cultural mathematics to life in engaging
ways.
To harness these possibilities, further research should focus on developing digital tools that not only incorporate local
cultural elements but also adapt to different cultural contexts globally. This involves collaborating with cultural
experts, educators, and technologists to design platforms that are both educationally effective and culturally respectful.
Ensuring that these tools are accessible and inclusive is crucial, particularly for students with diverse learning needs.
By adopting universal design principles and integrating assistive technologies, these digital solutions can provide
equitable learning opportunities for all students.
Moreover, empirical studies should be conducted to assess the impact of digital ethnomathematics on students'
learning outcomes, engagement, and cultural appreciation. These studies can guide the development of best practices
and inform the creation of standardized assessment tools that measure the effectiveness of ethnomathematics in
fostering 21st-century skills. Ultimately, integrating ethnomathematics into digital environments not only enriches
the learning experience but also promotes cultural inclusivity and global awareness, preparing students to thrive in an
interconnected world.
Accessibility and Inclusivity
This SLR reveals that many GBL platforms are not yet fully inclusive for students with special needs. Research
indicates the importance of applying universal design for learning (UDL) principles and integrating assistive
Trends and Gaps in Game-Based Learning for Mathematics: A VOSviewer-Assisted Systematic Review with a Focus on
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technologies to ensure broader accessibility. Cross-disciplinary collaboration among educators, technology
developers, and cultural experts is needed to create inclusive solutions.Ensuring that game-based learning (GBL)
platforms cater to a diverse range of learners is essential for maximizing their educational potential. By adopting
universal design for learning (UDL) principles, developers can create environments where all students, regardless of
their abilities, can thrive. This involves designing flexible platforms that offer multiple means of engagement,
representation, and expression, allowing students to interact with content in ways that suit their individual needs.
Moreover, integrating assistive technologies, such as text-to-speech, customizable interfaces, and alternative input
methods, can greatly enhance accessibility for students with special needs. These technologies not only facilitate
learning but also empower students, promoting independence and boosting confidence.
Collaboration is key to achieving these goals. Educators can provide insights into the practical challenges faced in
classrooms, while technology developers can offer innovative solutions to address these issues. Cultural experts can
ensure that platforms are culturally sensitive and inclusive, reflecting the diverse backgrounds of students. Together,
they can create GBL environments that are not only accessible but also enriching and inclusive for every learner.
By focusing on accessibility and inclusivity, GBL platforms can become powerful tools for democratizing education,
ensuring that all students have the opportunity to engage with and benefit from innovative learning methods. This
approach not only supports educational equity but also contributes to the broader goal of fostering an inclusive society
where everyone can participate and succeed.
Need for Standardized Assessment Tools
The lack of standardized assessment tools to evaluate GBL effectiveness, particularly in the 4C and inclusion aspects,
poses a challenge. This research highlights the need for developing standardized assessment instruments so that
research results can be compared and replicated in various contexts.Developing such tools would provide educators
and researchers with reliable data to gauge the impact of GBL interventions across different educational settings.
These assessment tools should be designed to measure not only the cognitive outcomes but also the development of
21st-century skills, ensuring a comprehensive evaluation of students' learning experiences.
To address this need, collaborative efforts between educators, researchers, and assessment experts are essential. By
leveraging interdisciplinary insights, standardized tools can be crafted to accommodate diverse learning environments
and student needs. These tools should incorporate both quantitative and qualitative measures, allowing for a nuanced
understanding of how GBL influences student engagement, motivation, and skill acquisition.
Furthermore, the development of these tools should consider cultural relevance and inclusivity, ensuring that they are
adaptable to various educational contexts worldwide. This involves consulting with educators and cultural experts to
create assessment frameworks that respect and reflect the local cultural nuances, thereby enhancing their applicability
and effectiveness.
By establishing standardized assessment tools, the field of GBL can advance more systematically, fostering a richer
understanding of its impacts and facilitating the sharing of best practices across educational communities. This will
ultimately contribute to the broader goal of enhancing mathematics education through innovative, culturally
responsive, and inclusive learning strategies.
Innovations like Pizza Potato Chips-MCA can be further developed for other mathematics topics and various cultural
contexts. However, this should be accompanied by the development of adaptive digital media, teacher training, and
the development of standardized assessment instruments. This research makes an important contribution to mapping
the roadmap for ethnomathematics-based GBL development and 4C, while emphasizing the need for more systematic,
collaborative, and culturally responsive future research.
By integrating empirical findings and comparing them with other research results, this SLR strengthens the scientific
foundation for dissertation development and provides strategic recommendations for policymakers, educators, and
educational technology developers in the future.

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5. REFERENCES
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