Marks, Jonathan2023-05-282023-05-2819-04-20232022*A2023http://hdl.handle.net/2263/90846Mini Dissertation (MPhil (Evidence-Based Management))--University of Pretoria, 2022.The issues with traditional methods of education and the growing skills gap in several key knowledge areas like software engineering are well known. After the realisation that massive open online courses (MOOC) did not contain the ability to transform education, all the research efforts have moved to game-based learning. From a theoretical standpoint, game-based learning has all the components to be a potential solution. The last literature review done on gamification of software engineering education happened in 2018. This is an ideal timeframe to revisit and redo the systematic literature review because (1) Changes in the technology and technology related industries occur rapidly. (2) The previous study had focussed purely on gamification rather than game-based learning. (3) Other areas of education had begun to show improved results by using game-based learning. This systematic literature review found that new studies show a consistent trend of learning performance improvement amongst learners. User motivation and engagement have also shown improvement due to the use of game-based learning platforms. The main reason observed for this is, the focus on building serious games with engaging narratives rather than just using game elements around traditional courses. Other aspects that have contributed to improved performance of game-based learning platforms are better user experience, in-depth knowledge coverage, focus on aesthetics and improved ability to collaborate. The main areas of improvements are, depth of coverage of software engineering knowledge area, overall technology maturity of platforms, increased risks of possible health issues and social pressure to perform as part of the gaming community.en© 2023 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria.UCTDMini Dissertation11357020