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This study examined the perceptions and experiences of a teacher and students in a Shanghai public primary school when digital games were used in a second-grade math class. The participants included one teacher and 45 students. Data collection methods included classroom observation, focus-group and individual interviews, and document analysis. Digital gameplay, when used once daily over a 6-day period, was found to enhance student engagement and interest in learning; many students, however, were concerned about its effect on academic achievement and eyesight. The teacher employed a "making thinking visible" approach using pencil and paper and problem-solving strategies to help students understand the game's mathematical principles and master mathematical knowledge. Obstacles included large class size, difficulty evaluating learning outcomes, balancing fun and learning, and effective game-classroom integration. This study found that exam-oriented education and traditional teacher-centred teaching in China influenced participants' perceptions and experiences of digital game-based learning.