Overcoming Mathematics Anxiety Through Digital Game-Based Learning: Bridging Cognitive Engagement and Emotional Confidence

Abstract

Mathematics anxiety has long been identified as a psychological barrier that undermines students’ confidence, motivation, and academic performance. Traditional interventions have focused primarily on pedagogical modifications and affective counseling, yet technological innovations now present new opportunities for addressing the emotional dimensions of learning mathematics. Digital Game-Based Learning (DGBL) has emerged as a promising approach to enhance engagement, self-efficacy, and conceptual understanding while reducing anxiety. This paper examines the role of DGBL in mitigating mathematics anxiety through cognitive, emotional, and behavioral mechanisms. By integrating findings from prior studies on game-based learning, digital engagement, and mathematics pedagogy, it proposes a conceptual model illustrating how interactive, feedback-driven learning environments can transform students’ attitudes toward mathematics. Recommendations for educators and researchers are discussed to guide future implementations of DGBL in mathematics education.