Digital game-based learning (GBL) is attracting attention in economics education, as this type of learning allows abstract content to be simulated through play. However, a systematic review of its effects is still lacking. This paper synthesizes the empirical evidence by addressing the following two questions: (1) What are the effects of GBL in economics education compared to those of other media? (2) Which features of GBL are important for learning? Intervention studies (k = 20, 20112021) that focus on upper secondary and higher education are analyzed. The findings identify advantages of GBL concerning subject knowledge. However, the findings related to fostering motivation are inconsistent. Moreover, students' performance expectations are found to promote learning engagement. Thus, GBL is suitable if the target group can recognize the content-related benefit, and if the content is designed to be challenging.