The purpose of this study was to conduct a meta-analysis and review of studies reporting the quality of linear number board games. This meta-analysis included 18 preschool to second-grade studies with 123 effect sizes that yielded a statistically significant summary effect (g = .21, 95% CI (.08, 0.34), p = .004) on children’s mathematics outcomes. Nine moderators explained a statistically significant amount of variance in effect sizes, including the following broad categories: publication type, intervention dosage, other game player, control condition, outcome measure characteristics, and characteristics of the number board. Studies met 61% of study-reporting quality indicators, and analyses revealed that quality did not significantly moderate treatment effects. The results of this study offer several recommendations for researchers in developing and continuing to test the effects of linear number board games, as well as educators and parents who may use the games in their classrooms and homes with young children.
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