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The effectiveness of Game-based Learning (GBL) in fostering students' motivation to learn mathematics is examined in this systematic review. Nine related papers published between 2018 and 2022 were found after an extensive search of the electronic databases of ERIC. A systematic review methodology was used to analyze the studies, and the results were then synthesized and summarized. None of the research in this review found evidence of a negative impact of GBL on students' motivation to learn mathematics; instead, all studies found evidence of a positive impact. It benefits students' motivation for several reasons, including the engaging and dynamic learning environment, the quick feedback and rewards, and the demanding and goal-oriented learning experience that games may give. The game's design, degree of difficulty, student autonomy, use of feedback and rewards, and other factors play significant roles in determining how effective GBL is at encouraging students' motivation to learn mathematics. However, this effectiveness is not guaranteed. The design and implementation of GBL in the mathematics classroom should consider these elements seriously. Generally, the results of this review point to GBL as a potentially successful strategy for increasing students' motivation to learn mathematics. Game-based Learning (GBL) is a strategy educators should consider employing to engage students and increase their interest in and love of mathematics. However, the game's design and other elements that may affect it must be carefully considered. More research is required to completely comprehend GBL's potential in mathematics education and develop efficient implementation methods. [ABSTRACT FROM AUTHOR]