This systematic review aims to analyze trends in academic studies evaluating online learning environments that incorporate gamification elements and the relationship between these elements and learning outcomes. A total of 24 theses and 41 articles, published between 2013 and 2021, were included in the study, selected based on predefined keywords related to gamification in online learning contexts. The relationship between gamification elements and learning outcomes was examined under themes such as subject areas, sample-specific characteristics, implementation forms, and technologies used in the academic studies. Regarding subject areas, it was found that a significant portion of the studies were conducted in the field of information and communication technologies, with statistical significance observed across most subject areas. Gamified distance education programs were predominantly used in undergraduate and adult education settings, encompassing fields such as personal and professional development, information and communication technologies, science, aviation and space, economics, natural sciences, and transportation. The sample sizes in the studies ranged from 9 to 54 students, primarily at the undergraduate level, and statistically significant differences in learning outcomes were generally observed between the groups. In terms of the relationship between gamification elements and the tendencies observed in the included studies, significant results were identified not only in cognitive variables but also in affective variables, such as motivation, participation, and academic achievement. Consequently, this review presents key considerations for the design of gamification elements to be integrated into online learning environments.