Abstract
<p>Background: A growth mindset refers to the belief that abilities and intelligence can be developed through effort, learning, and persistence. Although digital games are often associated with motivational and learning benefits, little is known about how they are intentionally designed to foster growth mindset in preK–12 learners. Understanding how growth mindset principles are operationalized within game mechanics and learning environments is critical for advancing both theory and practice in serious game design.Purpose: This systematic review synthesizes how digital games have been designed and implemented to promote growth mindset in preK–12 education and examines associated student outcomes and future research directions.Method: Following PRISMA guidelines, we screened 2,063 records across multiple databases and included 12 empirical studies that explicitly integrated growth-mindset-supportive design elements into digital games. Data were extracted and analyzed to identify trends in study design, targeted competencies, reported effects, and specific game design features.Results: Most reviewed studies reported positive effects on growth mindset and related competencies (e.g., persistence, creativity, self-efficacy), although some showed mixed or non-significant effects linked to design quality or implementation context. Two overarching design categories emerged: direct supports (e.g., explicit mindset instruction and effort-based rewards) and indirect supports (e.g., adaptive challenges, scaffolding, and mastery-oriented gameplay).Conclusion: Well-designed digital games hold promise for fostering growth mindset in preK–12 contexts. However, the evidence base remains limited, highlighting the need for more rigorous research designs, longer-term interventions, and deeper theoretical integration to inform scalable and effective game-based mindset interventions.</p>