Background: Games for learning (educational games) are viewed as instructional strategies requiring students to engage in competitive activities with predetermined rules and conditions. Various studies propose beneficial effects of games for learning and predict their increased future use. The elements of games for learning contribute towards making them pedagogically sound and teachers and higher education lecturers have increasingly become interested in using them to enhance traditional teaching and learning environments. Aim: This paper documents a systematic review of empirical and theoretical articles on the use of games for learning in teaching and learning in order to determine how games for learning could contribute towards Accountancy Education. Method: Articles listed in digital academic databases were systematically reviewed according to: (i) the timespan as 2011-2017; (ii) the document type as journal articles; (iii) the keywords as “educational games AND student curiosity;” “educational games AND engagement;” “educational games AND skills” and “educational games AND active learning.” Although the authors prefer the use of the construct of games for learning instead of educational games, the literature still related to educational games. Conclusions: The study concludes on: (i) how enjoyable do students experience games for learning; (ii) how games influence, shape, and enrich learning; (iii) how students gain, process and assimilate information from games for learning; (iv) the limited availability of information on how games for learning stimulate students’ curiosity for learning; (v) how students engage with one another to develop skills while engaging with games for learning; and (vi) the need for further research to assess the effectiveness of games for learning. Recommendations: (i) The decision to use games for learning in teaching and learning should be based on a well-grounded theory of learning, as well as on the skills required for the learning area; and (ii) games for learning should be employed as learning tools, and not as stand-alone instruction.