Educational wargaming has gained increasing attention in higher education andprofessional military education as a form of experiential and game-based learning. Despite this growing interest, empirical research on educational wargaming remainsfragmented. This article presents a semi-systematic review of empirical studies oneducational wargaming published between 2014 and 2024. In addition to mappingempirical research, the review introduces a conceptual framework for analysing howlearning is articulated, operationalized, and theoretically grounded.Across fifteen peer-reviewed studies, the review examines three interrelated questions:what contexts, game formats, and learning objectives characterize educationalwargaming; how learning is conceptualized, operationalized, and empirically examined;and how learning theory is integrated with wargaming theory and practice. Theanalysis draws on the Presage–Process–Product (3P) model to structure comparisonsacross research designs, educational settings, and game formats. The findings showvariation in how educational wargaming is designed and studied. While many studiesreport positive learning outcomes, such as increased engagement, improved decisionmakingskills, and conceptual understanding, approaches to assessing learning areoften inconsistent and limited. The review identifies gaps in the literature, includinglongitudinal research, insufficient attention to facilitation and debriefing processes,and weak integration between wargaming practices and learning theory.