<![CDATA[Purpose: This study investigates how e-modules built on the Understanding by Design (UbD) framework contribute to shaping university students’ conceptual understanding in mathematics. Beyond estimating the size of their impact, the study also looks at how research on UbD and digital learning materials has grown and shifted over the last decade, revealing patterns that often go unnoticed in conventional reviews. Method: To achieve this, the study adopts a Systematic Literature Network Analysis (SLNA), an approach that brings together a structured review, quantitative meta-analysis, and bibliometric mapping. A search of the Scopus database covering 2015–2025 was screened using PRISMA guidelines, resulting in forty studies that met the criteria. Twenty-two of these provided extractable quantitative data for calculating effect sizes. Bibliometric analysis using VOSviewer helped trace recurring themes, keyword relationships, and changes in research direction over time. Findings: The evidence points to a consistent advantage for UbD-based e-modules, with the meta-analysis showing a moderate-to-large improvement in conceptual understanding (g = 0.62). Most studies reported positive results, though the level of UbD implementation played a crucial role—programs that applied the framework more faithfully produced notably stronger outcomes. Network analysis revealed six dominant thematic clusters and showed a gradual movement toward digital pedagogy, assessment alignment, and emerging AI applications. Several gaps remain, particularly in measuring long-term retention and developing reliable fidelity instruments. Significance: The study underscores that the strength of UbD-based e-modules lies not in the technology itself but in thoughtful, goal-oriented design. By pairing empirical synthesis with network insights, the findings offer both practical guidance and a clearer map of where future work is most urgently needed.]]>
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