Learning environments can benefit from the enactive concept which considers human and technological aspects as coupled together so that interaction is seen as a cycle of perceptually guided actions. Although existing literature reviews have been conducted to address the use of technologies in enactive learning environments, we observe they do not address the relations of technology with core concepts of enactive systems and its social aspects. This paper presents a systematic literature review (SLR) to investigate if and how core concepts of enactive systems are being addressed by learning environments. The SLR was based on the PRISMA protocol, and considered relevant sources of studies (ACM DL, IEEE Xplore, SpringerLink, Scopus, Scielo). We based our analysis on a set of 104 selected articles (from 4514 raised), scrutinized with regards to contextual information, and a proposed set of categories of data related to subjects identified in the studies (e.g., embodiment, technology, social, among others). Our work reveals the types of technologies being used, the types of enactive interactions promoted by the technology-based environments, and the main challenges for a research agenda in the field. Our discussion raised open challenges related to a need for a common vocabulary, a framework to organize concepts in the field, and missing points that deserve further research, such as social aspects of enactive system.