Game-based learning (GBL) is an effective learning tool for medical and dental undergraduates in enhancing knowledge and skills as well as gaining student engagement and motivation. Educational games can create a social constructivist learning environment, where learners can construct their knowledge through interactions with their peers and instructors. This concept is promising for learners to self-direct their learning. However, there is no clear evidence yet to support their effectiveness over traditional approaches in terms of competence improvement. The present systematic review aimed to assess and compare all the available literature on the effect of game-based learning on dental education. The PubMed, Scopus, Cochrane, Science Direct, Lilac, and Web of Science databases were searched using the predetermined MeSH terms and eligibility criteria. The search yielded a total of eight articles. The studies included applications like Kahoot, GoDental, DentalByte, Skills-o-mat, and Playdent for GBL and compared their effectiveness to conventional methods. It was found that overall student satisfaction, motivation and interest was higher in GBL methods compared to the conventional methods of learning. GBL seems to be an effective tool for knowledge acquisition among dental students. However, further research should be conducted to compare the effectiveness of GBL against other learning methods. Newer games can also be tailor-made for specific learning objectives.