The research aims to evaluate the impact of video games on the development of meaningful learning in mathematics among students in Regular Basic Education. The study utilized a quasi-experimental approach combined with a systematic review of existing literature. A structured design featuring a pretest and posttest with a one-month application period was implemented, during which three types of educational video games were used: Strategy, Adventure, and Simulation. The research involved 40 students, divided into four groups: three experimental groups and one control group, each consisting of ten students. The findings indicated a significant positive impact of video games on meaningful learning in mathematics, suggesting that video games can serve as an effective educational supplement rather than a primary pedagogical tool. However, the study also noted a lack of reliability due to difficulties in controlling each student’s learning pace, and it highlighted potential ethical concerns associated with their use in education. In conclusion, while video games can enhance meaningful learning in mathematics, they should be integrated into a broader pedagogical strategy, rather than being relied upon as the sole method of teaching and learning.