Digital Game-Based Learning (DGBL) has demonstrated effectiveness in fostering engagement and academic achievement but faces challenges in adaptability, real-time feedback, and personalized scaffolding. Large Language Models (LLMs) offer promising solutions by enabling interactive learning experiences, dynamic assessments, and adaptive instructional support. This scoping review systematically examines the integration of LLMs in DGBL, assessing their impact on student engagement, learning outcomes, and pedagogical effectiveness. Following PRISMA-ScR guidelines, seven peer-reviewed studies published between 2024 and 2025 were identified from Web of Science, Scopus, ERIC, and PubMed. Thematic analysis revealed that LLM-enhanced DGBL primarily supports three functional roles: (1) conversational AI for interactive scaffolding, facilitating real-time student-NPC interactions; (2) adaptive learning support, personalizing feedback and guiding problem-solving strategies; and (3) automated assessment, evaluating student performance and providing instructional interventions. Findings indicate that LLM-driven DGBL enhances student motivation, cognitive engagement, and academic performance while reducing cognitive load. However, key challenges persist, including AI over-reliance, transparency concerns, and the need for ethical safeguards. Future research should explore longitudinal effects, interdisciplinary applications, and AI literacy strategies to ensure responsible and effective integration of LLMs in game-based learning.
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