This systematic review, utilizing the PRISMA framework, analyzes 248 international and 143 Iranian articles to provide an overview of studies on games in education. It examines five key themes: common terminology, methodology, type of study, variables studied, and technologies used, presenting findings in the same order of priority. Internationally, the term "serious games" is more prevalent, particularly among European scholars, while in the Americas and Asia, generic terms like "digital games" are more common. In contrast, Iranian research predominantly uses the term "computer games". Methodologically, both international and Iranian studies primarily employ quantitative approaches, with questionnaires as the common data collection tool. However, international studies are more likely to employ experimental and quasi-experimental designs in explanatory-type research, while Iranian studies often use correlational designs to explore relationships between variables without intervention. In examining variables, both sets of literature frequently assess cognitive outcomes such as learning and motivation, with international studies showing a broader use of varied assessment tools. Technology-wise, international research shows a prevalent use of computer-based platforms and a rising interest in mobile technologies, reflecting a similar trend in Iranian studies but with a noticeable lag in adopting newer technologies. The findings of this study serve as a benchmark for scholars in various regions studying the use of games in education. Additionally, they provide new insights into how linguistic and cultural differences may influence scientific discussions. The paper concludes with key suggestions for future studies to improve research practices in the field and increase the generalizability of findings across contextual and regional boundaries.