© 2017, IFIP International Federation for Information Processing. This meta-level review of the literature set-out to examine the impacts of game-based/gamified learning on dispositions, cognitive abilities and behaviours of learners aged 6–12, and to identify the factors that contributed to these impacts. A total of seventeen relevant studies were identified that had been implemented across a range of disciplinary areas in the period under review (2005–2015). The results indicate that online gamified/games-based learning has been shown to increase the level of academic performance of learners, and improve cognitive competencies in problem-solving, multiplicative reasoning ability, self-efficacy and critical thinking. Learners’ intrinsic motivation has been shown to have been enhanced through motivational factors (confidence, satisfaction and enjoyment) promoted within the online game design, and this had a direct effect on increasing engagement and improving academic achievement.