Exploring the Benefits and Challenges of Digital Game-Based Learning for K-12 Students: A Narrative Review of the Literature

Many K-12 students struggle to stay motivated and engaged in traditional K-12 classrooms. Digital game-based learning (DGBL) has emerged as a promising pedagogical strategy to increase student engagement, motivation, and academic performance. Numerous literature reviews have explored the use of DGBL; however, many are dated, narrowly focused on specific subject areas or outcomes, or include mixed-age populations, limiting their relevance for current K–12 contexts. This narrative review explored the benefits and challenges of digital game-based learning (DGBL) in K–12 education by analyzing 22 peer-reviewed studies published between 2010 and 2025. Drawing on a scoping review methodology and inductive thematic analysis, the review identified five key benefits of DGBL: enhanced student attitudes toward learning, increased extrinsic and intrinsic motivation, improved self-efficacy, and greater domain knowledge acquisition. Two key challenges emerged: the negative effects of competitive game mechanisms (e.g., leaderboards) and inconsistent student acceptance of DGBL as a viable educational approach. The review emphasizes the need for thoughtful pedagogical design that balances motivational elements with inclusive, supportive practices. Educational implications include aligning games with curricular goals, scaffolding student learning, and promoting digital game literacy. Future research should focus on effective pedagogical strategies, teacher support, curriculum integration, inclusive practices, and the development of robust evaluation tools to evaluate DGBL’s impact in K–12 contexts.