Published
April 25, 2026
| Pages: 437-454 | Views: 172
Abstract
This study provides a comprehensive bibliometric analysis of research on gamification in education from 2014 to 2024, based on 4,784 publications indexed in Scopus. Using VOSviewer and R, the analysis maps global contributions, thematic clusters, and emerging trends. Results indicate a rapid annual growth rate of 23.1% and strong international collaboration, with the United States and Spain leading in productivity and impact, alongside growing contributions from Southeast Asia and Latin America. Keyword co-occurrence reveals eight thematic clusters, with “gamification,” “engagement,” and “motivation” as core concepts, while emerging topics include AI, adaptive learning, and virtual reality. The findings show a shift from short-term motivational applications toward sustainable, technology-integrated, and learner-centered models. Despite the progress, research gaps remain regarding long-term learning outcomes, cost-effectiveness, and cultural contexts. The study contributes to theory by mapping intellectual structures in gamification research and offers practical implications for policymakers, educators, and EdTech developers seeking to enhance engagement, personalization, and innovation in education.
Listen -
References
- Al-Hafdi, A., & Alhalafawy, W. (2024). Gamification in higher education: A bibliometric and visualization analysis of research trends. Education and Information Technologies, 29(5), 5673–5695. https://doi.org/10.1007/s10639-024-12345-6
- Alkhudiry, R. (2022). The contribution of Vygotsky’s sociocultural theory in mediating L2 Knowledge Co-Construction. Theory and Practice in Language Studies, 12(10), 2117–2123. https://doi.org/10.17507/tpls.1210.19
- Allahbakhshian Farsani, L., Riahinia, N., Danesh, F., & Azimi, A. (2024). Co-occurrence analysis of COVID-19 publications with an emphasis on the global health governance (GHG). Advanced Biomedical Research, 13. https://doi.org/10.4103/abr.abr_344_23
- Annetta, L. A. (2010). The “I’s” Have It: A Framework for Serious Educational Game Design. Review of General Psychology, 14(2), 105–113. https://doi.org/10.1037/a0018985
- Aria, M., & Cuccurullo, C. (2017). bibliometrix : An R-tool for comprehensive science mapping analysis. Journal of Informetrics, 11(4), 959–975. https://doi.org/10.1016/j.joi.2017.08.007
- Baas, J., Schotten, M., Plume, A., Cot ˆ ´e, G., & Karimi, R. (2020). Scopus as a curated, highquality bibliometric data source for academic research in quantitative science studies. Quantitative Science Studies, 1(1), 377–386. https://doi.org/10.1162/qss_a_00019
- Bai, S., Hew, K. F., & Huang, B. (2020). Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational Research Review, 30, 100322. https://doi.org/10.1016/j.edurev.2020.100322
- Bouchrika, I., Harrati, N., Wanick, V., & Wills, G. (2019). Exploring the impact of gamification on student engagement and involvement with e-learning systems. Interactive Learning Environments, 29(8), 1244–1257. https://doi.org/10.1080/10494820.2019.1623267
- Boyle, E. A., Hainey, T., Connolly, T. M., Gray, G., Earp, J., Ott, M., Lim, T., Ninaus, M., Ribeiro, C., & Pereira, J. (2015). An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games. Computers & Education, 94, 178–192. https://doi.org/10.1016/j.compedu.2015.11.003
- Cechetti, N. P., Bellei, E. A., Biduski, D., Rodriguez, J. P. M., Roman, M. K., & De Marchi, A. C. B. (2019). Developing and implementing a gamification method to improve user engagement: A case study with an m-Health application for hypertension monitoring. Telematics and Informatics, 41, 126–138. https://doi.org/10.1016/j.tele.2019.04.007
- Dahalan, F., Alias, N., & Shaharom, M. S. N. (2023). Gamification and game based learning for vocational education and training: A systematic literature review. Education and Information Technologies, 1–39. https://doi.org/10.1007/s10639-022-11548-w
- Dehghanzadeh, H., Farrokhnia, M., Dehghanzadeh, H., Taghipour, K., & Noroozi, O. (2023). Using gamification to support learning in K‐12 education: A systematic literature review. British Journal of Educational Technology, 55(1), 34–70. https://doi.org/10.1111/bjet.13335
- Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133, 285–296. https://doi.org/10.1016/j.jbusres.2021.04.070
- Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133, 285–296. https://doi.org/10.1016/j.jbusres.2021.04.070
- Fernandez-Rio, J., De Las Heras, E., González, T., Trillo, V., & Palomares, J. (2020). Gamification and physical education. Viability and preliminary views from students and teachers. Physical Education and Sport Pedagogy, 25(5), 509–524. https://doi.org/10.1080/17408989.2020.1743253
- Gao, F. (2024). Advancing Gamification Research and Practice with Three Underexplored Ideas in Self-Determination Theory. TechTrends, 68(4), 661–671. https://doi.org/10.1007/s11528-024-00968-9
- Gini, F., Bassanelli, S., Bonetti, F., Mogavi, R. H., Bucchiarione, A., & Marconi, A. (2025). The role and scope of gamification in education: A scientometric literature review. Acta Psychologica, 259, 105418. https://doi.org/10.1016/j.actpsy.2025.105418
- Grabner-Hagen, M. M., & Kingsley, T. (2023). From badges to boss challenges: Gamification through need-supporting scaffolded design to instruct and motivate elementary learners. Computers and Education Open, 4, 100131. https://doi.org/10.1016/j.caeo.2023.100131
- Grover, S., & Pea, R. (2013). Computational thinking in K–12. Educational Researcher, 42(1), 38–43. https://doi.org/10.3102/0013189x12463051
- Guo, Z., Xiao, L., Van Toorn, C., Lai, Y., & Seo, C. (2015). Promoting online learners’ continuance intention: An integrated flow framework. Information & Management, 53(2), 279–295. https://doi.org/10.1016/j.im.2015.10.010
- Hamari, J., & Koivisto, J. (2014). Measuring flow in gamification: Dispositional Flow Scale-2. Computers in Human Behavior, 40, 133–143. https://doi.org/10.1016/j.chb.2014.07.048
- Hamari, J., Shernoff, D.J., Rowe, E., Coller, B., Asbell-Clarke, J. and Edwards, T., 2016. Challenging games help students learn: an empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54, pp.170-179. https://doi.org/10.1016/j.chb.2015.07.045.
- Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152–161. https://doi.org/10.1016/j.compedu.2014.08.019
- Hassan, M. K., Rabbani, M. R., Brodmann, J., Bashar, A., & Grewal, H. (2023). Bibliometric and Scientometric analysis on CSR practices in the banking sector. Review of Financial Economics, 41(2), 177–196. https://doi.org/10.1002/rfe.1171
- Högberg, J., Hamari, J., & Wästlund, E. (2019). Gameful Experience Questionnaire (GAMEFULQUEST): an instrument for measuring the perceived gamefulness of system use. User Modeling and User-Adapted Interaction, 29(3), 619–660. https://doi.org/10.1007/s11257-019-09223-w
- Hsia, L., Lin, Y., Lin, C., & Hwang, G. (2024). Effectiveness of gamified intelligent tutoring in physical education through the lens of self-determination theory. Computers & Education, 105212. https://doi.org/10.1016/j.compedu.2024.105212
- Kale, U., Akcaoglu, M., Cullen, T., Goh, D., Devine, L., Calvert, N., & Grise, K. (2018). Computational What? Relating computational thinking to teaching. TechTrends, 62(6), 574–584. https://doi.org/10.1007/s11528-018-0290-9
- Kaya, O. S., & Ercag, E. (2023). The impact of applying challenge-based gamification program on students’ learning outcomes: Academic achievement, motivation and flow. Education and Information Technologies, 28(8), 10053–10078. https://doi.org/10.1007/s10639-023-11585-z
- Kim, K. G., Oertel, C., Dobricki, M., Olsen, J. K., Coppi, A. E., Cattaneo, A., & Dillenbourg, P. (2020). Using immersive virtual reality to support designing skills in vocational education. British Journal of Educational Technology, 51(6), 2199–2213. https://doi.org/10.1111/bjet.13026
- Kumar, S., Pandey, N., Lim, W. M., Chatterjee, A. N., & Pandey, N. (2021). What do we know about transfer pricing? Insights from bibliometric analysis. Journal of Business Research, 134, 275–287. https://doi.org/10.1016/j.jbusres.2021.05.041
- Kuo, M., & Chuang, T. (2015). How gamification motivates visits and engagement for online academic dissemination – An empirical study. Computers in Human Behavior, 55, 16–27. https://doi.org/10.1016/j.chb.2015.08.025
- Kwon, H. Y., & Özpolat, K. (2020). The dark side of narrow gamification: Negative impact of assessment gamification on student perceptions and content knowledge. INFORMS Transactions on Education, 21(2), 67–81. https://doi.org/10.1287/ited.2019.0227
- Lampropoulos, G., & Kinshuk, N. (2024). Virtual reality and gamification in education: a systematic review. Educational Technology Research and Development, 72(3), 1691–1785. https://doi.org/10.1007/s11423-024-10351-3
- Li, L., Hew, K. F., & Du, J. (2024). Gamification enhances student intrinsic motivation, perceptions of autonomy and relatedness, but minimal impact on competency: a meta-analysis and systematic review. Educational Technology Research and Development, 72(2), 765–796. https://doi.org/10.1007/s11423-023-10337-7
- Li, M., Ma, S., & Shi, Y. (2023). Examining the effectiveness of gamification as a tool promoting teaching and learning in educational settings: a meta-analysis. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1253549
- Liu, Y., Huang, T., & Sung, C. (2021). The determinants of impact of personal traits on computational thinking with programming instruction. Interactive Learning Environments, 31(8), 4835–4849. https://doi.org/10.1080/10494820.2021.1983610
- Manganelli, S., Cavicchiolo, E., Mallia, L., Biasi, V., Lucidi, F., & Alivernini, F. (2019). The interplay between self-determined motivation, self-regulated cognitive strategies, and prior achievement in predicting academic performance. Educational Psychology,39(4), 470–488. https://doi.org/10.1080/01443410.2019.1572104
- Mongeon, P., & Paul-Hus, A. (2016). The journal coverage of web of science and Scopus: A comparative analysis. Scientometrics, 106(1), 213–228. https://doi.org/10.1007/s11192-015-176
- Moral-Munoz, ˜ J. A., Herrera-Viedma, E., Santisteban-Espejo, A., & Cobo, M. J. (2020). Software tools for conducting bibliometric analysis in science: An up-to-date review. El Profesional de la Informaci´ on, 29(1). https://doi.org/10.3145/epi.2020.ene.03. e290103.
- Moşteanu, N. R. (2021). Teaching and learning techniques for the online environment. How to maintain students’ attention and achieve learning outcomes in a virtual environment using new technology. International Journal of Innovative Research and Scientific Studies, 4(4), 278–290. https://doi.org/10.53894/ijirss.v4i4.298
- Nacke, L. E., & Deterding, S. (2017). The maturing of gamification research. Computers in Human Behavior, 71, 450–454. https://doi.org/10.1016/j.chb.2016.11.062
- Naeem, M. A., Karim, S., Rabbani, M. R., Bashar, A., & Kumar, S. (2022). Current state and future directions of green and sustainable finance: a bibliometric analysis. Qualitative Research in Financial Markets, 15(4), 608–629. https://doi.org/10.1108/qrfm-10-2021-0174
- Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom. Theory and Research in Education, 7(2), 133–144. https://doi.org/10.1177/1477878509104318
- Oliveira, W., Hamari, J., Shi, L., Toda, A. M., Rodrigues, L., Palomino, P. T., & Isotani, S. (2022). Tailored gamification in education: A literature review and future agenda. Education and Information Technologies, 28(1), 373–406. https://doi.org/10.1007/s10639-022-11122-4
- Pranckute, R. (2021). Web of science (WoS) and Scopus: The titans of bibliographic information in today’s academic world. Publications, 9(1), 12. https://doi.org/10.3390/publications9010012
- Proulx, J., Romero, M., & Arnab, S. (2016). Learning mechanics and game mechanics under the perspective of Self-Determination Theory to foster motivation in digital game based learning. Simulation & Gaming, 48(1), 81–97. https://doi.org/10.1177/1046878116674399
- Quintas, A., Bustamante, J., Pradas, F., & Castellar, C. (2020). Psychological effects of gamified didactics with exergames in Physical Education at primary schools: Results from a natural experiment. Computers & Education, 152, 103874. https://doi.org/10.1016/j.compedu.2020.103874
- Rabbani, M. R., Bashar, A., Hawaldar, I. T., Shaik, M., & Selim, M. (2022). What Do We Know about Crowdfunding and P2P Lending Research? A Bibliometric Review and Meta-Analysis. Journal of Risk and Financial Management, 15(10), 451. https://doi.org/10.3390/jrfm15100451
- Rachels, J. R., & Rockinson-Szapkiw, A. J. (2017). The effects of a mobile gamification app on elementary students’ Spanish achievement and self-efficacy. Computer Assisted Language Learning, 31(1–2), 72–89. https://doi.org/10.1080/09588221.2017.1382536
- Riar, M., Morschheuser, B., Zarnekow, R., & Hamari, J. (2022). Gamification of cooperation: A framework, literature review and future research agenda. International Journal of Information Management, 67, 102549. https://doi.org/10.1016/j.ijinfomgt.2022.102549
- Rochat, P. (2023). The evolution of Developmental Theories since Piaget: A Metaview. Perspectives on Psychological Science, 19(6), 921–930. https://doi.org/10.1177/17456916231186611
- Ryan, R. M., & Deci, E. L. (2000). Intrinsic and Extrinsic Motivations: classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67. https://doi.org/10.1006/ceps.1999.1020
- Ryan, R. M., & Deci, E. L. (2000b). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066x.55.1.68
- Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
- Ryan, R. M., Rigby, C. S., & Przybylski, A. (2006). The Motivational Pull of Video Games: A Self-Determination Theory Approach. Motivation and Emotion, 30(4), 344–360. https://doi.org/10.1007/s11031-006-9051-8
- Sanchez, D. R., Langer, M., & Kaur, R. (2020). Gamification in the classroom: Examining the impact of gamified quizzes on student learning. Computers & Education, 144, Article 103666. https://doi.org/10.1016/j.compedu.2019.103666
- Seaborn, K., & Fels, D. I. (2014). Gamification in theory and action: A survey. International Journal of Human-Computer Studies, 74, 14–31. https://doi.org/10.1016/j.ijhcs.2014.09.006
- Sharek, D., & Wiebe, E. (2011). Using flow theory to design video games as experimental stimuli [Dataset]. In PsycEXTRA Dataset. https://doi.org/10.1037/e578902012-325
- Tilak, S., & Glassman, M. (2022). Gordon Pask’s second-order cybernetics and Lev Vygotsky’s cultural historical theory: Understanding the role of the internet in developing human thinking. Theory & Psychology, 32(6), 888–914. https://doi.org/10.1177/09593543221123281
- Wan, K., King, V., & Chan, K. (2021). Examining Essential Flow Antecedents to promote students’ Self-Regulated Learning and Acceptance of Use in a Game-Based Learning classroom. The Electronic Journal of e-Learning, 19(6), pp531-547. https://doi.org/10.34190/ejel.19.6.2117
- Wasiq, M., Bashar, A., Akmal, S., Rabbani, M. R., Saifi, M. A., Nawaz, N., & Nasef, Y. T. (2023). Adoption and Applications of Blockchain Technology in Marketing: A retrospective overview and bibliometric analysis. Sustainability, 15(4), 3279. https://doi.org/10.3390/su15043279
- Wibowo, S., Wangid, M. N., & Firdaus, F. M. (2024). The relevance of Vygotsky’s constructivism learning theory with the differentiated learning primary schools. Journal of Education and Learning (EduLearn), 19(1), 431–440. https://doi.org/10.11591/edulearn.v19i1.21197
- Wijaya, T. T., Cao, Y., Bernard, M., Rahmadi, I. F., Lavicza, Z., & Surjono, H. D. (2022). Factors influencing microgame adoption among secondary school mathematics teachers supported by structural equation modelling-based research. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.952549
- Wong, M. M., & Csikszentmihalyi, M. (1991). Motivation and Academic Achievement: The Effects of Personality Traits and the duality of Experience. Journal of Personality, 59(3), 539–574. https://doi.org/10.1111/j.1467-6494.1991.tb00259.x
- Xi, N., & Hamari, J. (2019). Does gamification satisfy needs? A study on the relationship between gamification features and intrinsic need satisfaction. International Journal of Information Management, 46, 210–221. https://doi.org/10.1016/j.ijinfomgt.2018.12.002
- Yildirim, I. (2017). The effects of gamification-based teaching practices on student achievement and students’ attitudes toward lessons. The Internet and Higher Education, 33, 86–92. https://doi.org/10.1016/j.iheduc.2017.02.002
- Zainuddin, Z., & Perera, C. J. (2017). Exploring students’ competence, autonomy and relatedness in the flipped classroom pedagogical model. Journal of Further and Higher Education, 1–12. https://doi.org/10.1080/0309877x.2017.1356916
- Zhou, X., Zhou, M., Huang, D., & Cui, L. (2022). A probabilistic model for co-occurrence analysis in bibliometrics. Journal of Biomedical Informatics, 128. https://doi.org/10.1016/j.jbi.2022.1040
Keywords
Gamification, education, bibliometric, engagement, motivation
Affiliations
Nguyen Thi Phuong Giang
Industrial University of Ho Chi Minh City
Thai Dong Tan
Industrial University Of Ho Chi Minh City, Ho Chi Minh City, Viet Nam
Le Ngoc Son
Industrial University of Ho Chi Minh City
Nguyen Hoai Linh
Industrial University of Ho Chi Minh City
Downloads
Download data is not yet available.