Abstract: The literature on educational gaming is continuously growing; however, the incorporation of games in science teaching is still a somewhat unexplored study area. This systematic literature review aims to explore how science high school teachers integrate video games in classroom settings. The main focus is on gaining an insight into the teachers' pedagogical activities and roles in digital game-based learning, DGBL. The effect of the implemented game pedagogy on learning outcomes, the encountered barriers, teachers' confidence in technological pedagogical content knowledge-game [TPACK-G], and needed support are discussed. The data consisted of thirty-six articles that were coded by using an interpretive approach. The results revealed that teachers' roles differ based on the adapted pedagogical role of video games. Teachers play either an active or multi-active role with the added-value approach and a passive role in the stand-alone approach. In light of these studies' findings, the added value approach had a higher positive impact on students' cognitive and affective learning outcomes and teachers' game pedagogical knowledge, GPK. The teachers' pedagogical roles and activities became evident in various digital game-based learning processes: planning, realization, and assessment. Teachers function various roles in each stage, from planner and organizer to facilitator, then evaluator, in which continuous professional development with a community of practice in DGBL is crucial.