This study explored the impact of digital games on Grade 7 learners’ mathematics performance at San Dionisio Integrated School during the school year 2025–2026. Learners were selected through purposive sampling and participated in a digital game-based intervention. Pretest results showed low mathematics performance among learners. Post-test outcomes indicated improvement to a moderate level, with a statistically significant increase in scores after the intervention as determined using the Wilcoxon signed-rank test. The results suggest that digital games effectively promote active learning, engagement, collaboration, and improved understanding of mathematical concepts. Thematic analysis further revealed a positive shift in learners’ perceptions, transforming mathematics from a difficult subject into an engaging and interactive experience that encouraged peer-to-peer mentoring (binuligay). By integrating game-based elements and interactive tasks, digital games enhance motivation and participation among learners. The study recommends integrating digital games into the mathematics curriculum, particularly for learners who require additional support. Systematic use of this approach may lead to improved academic performance and foster a more engaging and inclusive learning environment. Continued research is needed to evaluate its long-term impact and applicability across different educational contexts.