<p>Digital game-based learning (DGBL) has emerged as an effective strategy to enhance students’ learning effectiveness. Concept mapping, recognized as a valuable tool for knowledge construction, has been widely implemented in educational settings. However, research indicates challenges when integrating concept maps into games, particularly when the learning content is extensive or complex. In such cases, the use of concept maps may increase cognitive load and negatively impact learning effectiveness. Consequently, this study addressed the issues of reducing learners’ cognitive load and increasing their motivation within a DGBL context. To address these issues, this study developed a progressive concept map-based game approach. This approach integrates mathematical concepts with real-life situations and employs progressive concept maps to facilitate knowledge construction. The aim is to help students understand the relationships between mathematical concepts and guide them in solving learning tasks and achieving higher learning outcomes during gameplay. A quasi-experimental design was employed, with the experimental group using the progressive concept map-based game approach and the control group using a conventional concept map-based game approach. The results indicated that the experimental group significantly outperformed the control group in learning achievement, learning motivation, problem-solving tendencies, and self-efficacy. These findings offer valuable insights for future DGBL research, particularly in the development of progressive strategies.</p>