Research in psychology, neuroscience, pedagogy, and cognitive science has shown that emotions (or affect) play a key role in the learning process, decision making, understanding of a problem domain and motivation to learn. As a result, researchers have been working on the creation of affective tutoring systems. Meanwhile, game-based learning is becoming more and more popular and it is considered as an emerging technology that will have a large impact on education in the next 2-3 years. Therefore, there is no doubt that researchers believe that the combination of educational games and affective tutoring systems may improve students’ performance. The aim of this paper is to describe the current state of this research direction and to identify gaps and possible opportunities for the future work. Research shows that the main emphasis is on the adapted teaching/learning process that takes into account both student's knowledge and emotions but the aspect of the assessment, which also is an integral part of this process, has been neglected in tutoring systems that include emotions and game-based interactions.