This paper presents an analysis of the current research landscape around hackathons and hackathon-like events as opportunities and means for learning. In particular, we aimed to explore how hackathon-like events are utilized to promote learning, what systematic approaches are used to orchestrate learning in such events, and to what extent knowledge is systematized and standardized in this context. To that end, we conducted a Systematic Literature Review following established guidelines. In this review we studied 39 research papers published over a 10-year span. Our findings indicate that no standardized setup for hackathons to promote learning and to assess learning outcomes has been investigated exhaustively. We did not find a systematic approach to reliably produce or measure learning effects in hackathons. Most of the reviewed papers relied on perceived learning for the assessment of learning. Based on the consulted literature, this does not provide comprehensive proof of positive learning outcomes from hackathons. We, therefore, conclude that additional research is needed to gather insights and consequently work toward solidifying the role of hackathons as learning tools. This work contributes to exploring the landscape and proposing research directions for capitalizing on the potential of hackathons and similar events for learning.