<p>Early numeracy skills, including number identification, counting, and cardinality, are critical predictors of long-term mathematical achievement, yet research on gamification’s role in fostering these skills in preschool settings remains limited. This study investigates the impact of the streak feature in a digital game-based learning (DGBL) application, <i>Mathpath</i>, on the early numeracy performance of 51 kindergarten students from three Chilean public schools. The cross-sectional design examines whether streaks, designed to provide immediate feedback and enhance motivation, improve task accuracy in number identification, counting, and cardinality. Over six weeks, students engaged with <i>Mathpath’s</i> gamified tasks, with performance assessed through in-app metrics and validated against the Woodcock-Johnson IV Applied Problems subtest. Descriptive analyses revealed that higher streak levels were associated with increased mean performance scores across all tasks, with number identification rising from 0.17 (streak level 0) to 0.74 (streak level 5). Correlational analyses confirmed significant positive relationships between number identification, counting, cardinality, and applied problems (<i>r</i> = .30 to 0.55, <i>p</i> &lt; .05 to <i>p</i> &lt; .001), supporting the DGBL tasks’ concurrent validity. An ANCOVA, controlling for baseline mathematical knowledge, indicated significant effects of streak level on performance (<i>η²</i> = 0.38–0.42). These findings suggest that streaks enhance engagement and numeracy outcomes, though the cross-sectional design limits causal inferences. Future research should explore longitudinal effects and diverse learner responses to refine gamified interventions for early education.</p>