Robotics education fosters computational thinking, creativity, and problem-solving, but remains challenging due to technical complexity. Game-based learning (GBL) and gamification offer engagement benefits, yet their comparative impact remains unclear. We present the first PRISMA-aligned systematic review and comparative synthesis of GBL and gamification in robotics education, analyzing 95 studies from 12,485 records across four databases (2014–2025). We coded each study’s approach, learning context, skill level, modality, pedagogy, and outcomes (κ =.918). Three patterns emerged: (1) approach–context–pedagogy coupling (GBL more prevalent in informal settings, while gamification dominated formal classrooms [p <.001] and favored project-based learning [p =.009]); (2) emphasis on introductory programming and modular kits, with limited adoption of advanced software (~17%), advanced hardware (~5%), or immersive technologies (~22%); and (3) short study horizons, relying on self-report. We propose eight research directions and a design space outlining best practices and pitfalls, offering actionable guidance for robotics education.