Bibliometric Mapping of Gamification in Education: Evidence from Taylor and Francis Online Using VOSviewer
Main Article Content
Abstract
In recent years, gamification has gained substantial attention in the field of education for its ability to make the learning
process more engaging, foster interest, and enhance learner motivation. While its pedagogical potential has been widely
acknowledged, a systematic understanding of research developments in this area remains limited. The study provides a
bibliometric overview of gamification in education, drawing on 120 articles published between 2012 and August 2024 in the
Taylor & Francis Online database. Using VOSviewer for co-occurrence mapping and network visualization, the analysis
identifies prominent research themes, influential authors, journals, countries, and institutions. The results reveal uneven
publication growth over the years, with a peak in 2021, and point to three dominant research directions: (1) measuring
perceptions and motivation in the classroom, (2) assessing learning outcomes and learner experiences, and (3) pedagogical
approaches and practical implementation of gamification.
Keywords
Gamification, education, bibliometric analysis, VOSviewer
Article Details
References
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Gamification in education: a systematic mapping study,
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gamification on motivation in the education of preservice
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Creativity, vol. 42, Dec. 2021, Art. no. 100907.
https://doi.org/10.1016/j.tsc.2021.100907
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A. P. Avila-Santos, and S. Isotani, Gamification works,
but how and to whom?: an experimental study in the
context of programming lessons, SIGCSE 2021 -
Proceedings of the 52nd ACM Technical Symposium on
Computer Science Education, pp. 184-190, Mar. 2021.
https://doi.org/10.1145/3408877.3432419
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foster motivation and collaboration in blended learning:
A mixed methods case study, J. Interact. Learn. Res., vol.
30, no. 3, pp. 275–300, 2019.
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- an empirical assessment on learning and game
performance, Heliyon, vol. 6, iss. 9, Sep. 2020, e04972.
https://doi.org/10.1016/j.heliyon.2020.e04972
[14] N.O. Reisch, Can gamification improve higher education
students’ learning outcome, flow, confidence and
motivation in inquiry learning systems?. BS thesis.
University of Twente, 2022.
https://doi.org/10.13140/RG.2.2.12268.74880
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sustainable development through business simulation
games: an exploratory study of sustainability
gamification and its effects on students’ learning
outcomes, Journal of Cleaner Production, vol. 207,
pp. 667-678, Jan. 2019.
https://doi.org/10.1016/j.jclepro.2018.09.130
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networks, Measuring Scholarly Impact, pp. 285-320,
Jan. 2014.
https://doi.org/10.1007/978-3-319-10377-8_13
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VOSviewer, a computer program for bibliometric
mapping, Scientometrics, vol. 84, no. 2, pp. 523-538,
Dec. 2009.
https://doi.org/10.1007/s11192-009-0146-3
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analysis to explore research trend of electronic word-ofmouth
from 1999 to 2011, International Journal of
Innovation, Management Technology, vol. 3, no. 4,
Aug. 2012.
https://doi.org/10.7763/IJIMT.2012.V3.250
[19] Z. Luo, Educational Gamification from 1995 to 2020:
A bibliometric analysis, in Proceedings of the 2021 6th
International Conference on Distance Education and
Learning, Shanghai, China, 2021, pp. 140-145.
https://doi.org/10.1145/3474995.3475740
[20] M. Trinidad, M. Ruiz, and A. Calderon, A bibliometric
analysis of gamification research, IEEE Access, vol. 9,
pp. 46505-46544, Mar. 2021.
https://doi.org/10.1109/ACCESS.2021.3063986
[21] M. Dikmen, and F. Bahadır, Bibliometric Mapping of
Gamification in Education, Eğitim Yansımaları, vol. 6,
no. 2, pp. 50-67, 2022. [Online] Available:
https://dergipark.org.tr/en/pub/eduref/issue/74849/1137
631
[22] I. Irwanto, D. Wahyudiati, A. D. Saputro, and S. D.
Laksana, Research trends and applications of
gamification in higher education: a bibliometric analysis
spanning 2013–2022, International Journal of Emerging
Technologies in Learning, vol. 18, no. 5, pp. 19-41,
2023.
https://doi.org/10.3991/ijet.v18i05.37021
[23] E. Nirmala, S. Muthurajkumar, and D. Subitha, An
efficient privacy-preserving ranked keyword search
method, IOP Conference Series: Materials Science
Engineering, vol. 1084, no. 1, Mar. 2021, Art. no. 012103.
https://doi.org/10.1088/1757-899X/1084/1/012103
[24] Chi Chen, Xiaojie Zhu, Peisong Shen, Jiankun Hu, Song
Guo, and Zahir Tari, An efficient privacy-preserving
ranked keyword search method, IEEE Transactions on
Parallel and Distributed Systems, vol. 27, iss. 4,
pp. 951–963, Apr. 2016.
https://doi.org/10.1109/TPDS.2015.2425407
[25] R. Zakaria, A. Ahmi, A. H. Ahmad, and Z. Othman,
Worldwide melatonin research: a bibliometric analysis
of the published literature between 2015 and 2019,
Chronobiology International, vol. 38, iss. 1, pp. 27-37,
Nov. 2020.
https://doi.org/10.1080/07420528.2020.1838534
[26] M. Zhong, J. D. Hunt, and J. E. Abraham, Modeling
logistics and supply chain with an integrated land use
transport model: PECAS, ICCTP 2009: Critical Issues
In Transportation Systems Planning, Development, and
Management, vol. 358, pp. 1300-1305, 2009.
https://doi.org/10.1061/41064(358)182
[27] A. Andujar, and F. Z. Nadif, Evaluating an inclusive
blended learning environment in EFL: a flipped
approach, Computer Assisted Language Learning,
vol. 35, iss. 5-6, pp. 1138–1167, Jun. 2020.
https://doi.org/10.1080/09588221.2020.1774613
[28] A. Başal, and N. E. Kaynak, Perceptions of pre-service
English teachers towards the use of digital badges,
Innovations in Education and Teaching International,
vol. 57, no. 2, pp. 148-162, Aug. 2019.
https://doi.org/10.1080/14703297.2019.1649172
[29] J. Martí-Parreño, A. Galbis-Córdova, and R. Currás-
Pérez, Teachers’ beliefs about gamification and
competencies development: a concept mapping
approach, Innovations in Education and Teaching
International, vol. 58, iss. 1, pp. 84–94, Jan. 2021.
https://doi.org/10.1080/14703297.2019.1683464
[30] O. Baydas, and M. Cicek, The examination of the
gamification process in undergraduate education: a scale
development study, Technology, Pedagogy and
Education, vol. 28, iss. 3, pp. 269-285, Mar. 2019.
https://doi.org/10.1080/1475939X.2019.1580609
[31] I. Bouchrika, N. Harrati, V. Wanick, and G. Wills,
Exploring the impact of gamification on student
engagement and involvement with e-learning systems,
Interactive Learning Environments, vol. 29, iss. 8,
pp. 1244-1257, Jun. 2019.
https://doi.org/10.1080/10494820.2019.1623267
[32] B. Huang, K. F. Hew, and C. K. Lo, Investigating the
effects of gamification-enhanced flipped learning on
undergraduate students’ behavioral and cognitive
engagement, Interactive Learning Environments,
vol. 27, iss. 8, pp. 1106–1126, Jul. 2018.
https://doi.org/10.1080/10494820.2018.1495653
[33] C. K. Lo, and K. F. Hew, A comparison of flipped
learning with gamification, traditional learning, and
online independent study: the effects on students’
mathematics achievement and cognitive engagement,
Interactive Learning Environments, vol. 28, iss. 4,
pp. 464–481, Nov. 2018.
https://doi.org/10.1080/10494820.2018.1541910
[34] H. Haruna, Zamzami Zainuddin, Kingsley Okoye, Robin
R. Mellecker, Xiao Hu, Samuel Kai Wah Chu, and
Samira Hosseini, Improving instruction and sexual
health literacy with serious games and gamification
interventions: an outlook to students’ learning outcomes
and gender differences, Interactive Learning
Environments, vol. 31, iss. 4, pp. 2392-2410, Feb. 2021.
https://doi.org/10.1080/10494820.2021.1888754
[35] J. Mahat, N. Alias, and F. D. Yusop, Systematic
literature review on gamified professional training
among employees, Interactive Learning Environments,
vol. 31, iss. 10, pp. 6747-6767, Mar. 2022.
https://doi.org/10.1080/10494820.2022.2043910
[36] S. Brunvand, and D. Hill, Gamifying your teaching:
guidelines for integrating gameful learning in the
classroom, Coll. Teach., vol. 67, no. 1, pp. 58-69,
Jan. 2019.
https://doi.org/10.1080/87567555.2018.1518893
[37] Y. Gao, and L. Pan, Learning English vocabulary
through playing games: the gamification design of
vocabulary learning applications and learner evaluations,
The Language Learning Journal, vol. 51, no. 4,
pp. 451-471, Jun. 2023.
https://doi.org/10.1080/09571736.2023.2217828
[38] C. G. Ruiz, The effect of integrating Kahoot and peer
instruction in the Spanish flipped classroom: the student
perspective, Journal of Spanish Language Teaching, vol.
8, no. 1, pp. 63-78, 2021.
https://doi.org/10.1080/23247797.2021.1913832
[39] S. D. Reyssier, A. Serna, S. Hallifax, J.-C. Marty,
S. Simonian, and E. Lavoué, How does adaptive
gamification impact different types of student motivation
over time?, Interactive Learning Environments, vol. 32,
no. 10, pp. 6043-6062, 2024.
https://doi.org/10.1080/10494820.2023.2248220
[40] R. Z. Cabada, M. L. B. Estrada, J. M. R. Félix, and G. A.
Hernández, A virtual environment for learning computer
coding using gamification and emotion recognition,
Interactive Learning Environments, vol. 28, no. 8,
pp. 1048-1063, 2020.
https://doi.org/10.1080/10494820.2018.1558256
From game design elements to gamefulness: defining
“gamification”, Proceedings of the 15th International
Academic MindTrek Conference: Envisioning Future
Media Environments, MindTrek, pp. 9–15, 2011.
https://doi.org/10.1145/2181037.2181040
[2] D. Sharma, and J. Sharma, Evolution of gamification,
its implications, and its statistical impact on the
society, ShodhKosh: Journal of Visual and
Performing Arts, vol. 4, no. 2SE, pp. 8–20, Sep. 2023.
https://doi.org/10.29121/shodhkosh.v4.i2SE.2023.456
[3] C. Lestari, V. J. Basiroen, and W. Ali, Indonesian
history educational card game: gamification of the
process of learning to increase interest in history
among children, J. Games, Game Art, Gamification,
vol. 3, no. 1, pp. 1–7, Oct. 2021.
https://doi.org/10.21512/jggag.v3i1.7234
[4] A. Pandey, A brief history of gamification, XRDS
Crossroads, The ACM Magazine for Students, vol. 24,
iss. 1, p. 13, Sep. 2017.
https://doi.org/10.1145/3123774
[5] T. W. Malone, Toward a theory of intrinsically
motivating instruction, Cogn. Sci., vol. 5, no. 4,
pp. 333–369, Oct. 1981.
https://doi.org/10.1016/S0364-0213(81)80017-1
[6] S. W. Draper, Analysing fun as a candidate software
requirement, Personal and Ubiquitous Computing,
vol. 3, no. 3, pp. 117–122, Sep. 1999.
https://doi.org/10.1007/BF01305336
[7] D. Dicheva, and C. Dichev, Gamification in
education: where are we in 2015?, E-Learn World
Conf. E-Learning Corp. Gov. Heal., vol. 2015, no. 1,
pp. 1445-1454, Oct. 2015. [Online]. Available:
https://www.learntechlib.org/primary/primary/p/152
186/, Accessed on: Sep. 12, 2024.
[8] S. Kim, K. Song, B. Lockee, and J. Burton, What is
gamification in learning and education?, Gamification
in Learning Education, pp. 25-38, Sep. 2017.
https://doi.org/10.1007/978-3-319-47283-6_4
[9] D. Dicheva, C. Dichev, G. Agre, and G. Angelova,
Gamification in education: a systematic mapping study,
Educ. Technol. Soc., vol. 18, no. 3, pp. 75-88, 2015.
[10] İ. Yildiz, E. Topçu, and S. Kaymakci, The effect of
gamification on motivation in the education of preservice
social studies teachers, Thinking Skills and
Creativity, vol. 42, Dec. 2021, Art. no. 100907.
https://doi.org/10.1016/j.tsc.2021.100907
[11] L. Rodrigues, A. M. Toda, W. Oliveira, P. T. Palomino,
A. P. Avila-Santos, and S. Isotani, Gamification works,
but how and to whom?: an experimental study in the
context of programming lessons, SIGCSE 2021 -
Proceedings of the 52nd ACM Technical Symposium on
Computer Science Education, pp. 184-190, Mar. 2021.
https://doi.org/10.1145/3408877.3432419
[12] K. Bovermann, and T. Bastiaens, How gamification can
foster motivation and collaboration in blended learning:
A mixed methods case study, J. Interact. Learn. Res., vol.
30, no. 3, pp. 275–300, 2019.
[13] J. Díaz-Ramírez, Gamification in engineering education
- an empirical assessment on learning and game
performance, Heliyon, vol. 6, iss. 9, Sep. 2020, e04972.
https://doi.org/10.1016/j.heliyon.2020.e04972
[14] N.O. Reisch, Can gamification improve higher education
students’ learning outcome, flow, confidence and
motivation in inquiry learning systems?. BS thesis.
University of Twente, 2022.
https://doi.org/10.13140/RG.2.2.12268.74880
[15] L. Gatti, M. Ulrich, and P. Seele, Education for
sustainable development through business simulation
games: an exploratory study of sustainability
gamification and its effects on students’ learning
outcomes, Journal of Cleaner Production, vol. 207,
pp. 667-678, Jan. 2019.
https://doi.org/10.1016/j.jclepro.2018.09.130
[16] N. J. van Eck, and L. Waltman, Visualizing bibliometric
networks, Measuring Scholarly Impact, pp. 285-320,
Jan. 2014.
https://doi.org/10.1007/978-3-319-10377-8_13
[17] N. J. van Eck, and L. Waltman, Software survey:
VOSviewer, a computer program for bibliometric
mapping, Scientometrics, vol. 84, no. 2, pp. 523-538,
Dec. 2009.
https://doi.org/10.1007/s11192-009-0146-3
[18] Y. Yang, C. Wang, and M. Lai, Using bibliometric
analysis to explore research trend of electronic word-ofmouth
from 1999 to 2011, International Journal of
Innovation, Management Technology, vol. 3, no. 4,
Aug. 2012.
https://doi.org/10.7763/IJIMT.2012.V3.250
[19] Z. Luo, Educational Gamification from 1995 to 2020:
A bibliometric analysis, in Proceedings of the 2021 6th
International Conference on Distance Education and
Learning, Shanghai, China, 2021, pp. 140-145.
https://doi.org/10.1145/3474995.3475740
[20] M. Trinidad, M. Ruiz, and A. Calderon, A bibliometric
analysis of gamification research, IEEE Access, vol. 9,
pp. 46505-46544, Mar. 2021.
https://doi.org/10.1109/ACCESS.2021.3063986
[21] M. Dikmen, and F. Bahadır, Bibliometric Mapping of
Gamification in Education, Eğitim Yansımaları, vol. 6,
no. 2, pp. 50-67, 2022. [Online] Available:
https://dergipark.org.tr/en/pub/eduref/issue/74849/1137
631
[22] I. Irwanto, D. Wahyudiati, A. D. Saputro, and S. D.
Laksana, Research trends and applications of
gamification in higher education: a bibliometric analysis
spanning 2013–2022, International Journal of Emerging
Technologies in Learning, vol. 18, no. 5, pp. 19-41,
2023.
https://doi.org/10.3991/ijet.v18i05.37021
[23] E. Nirmala, S. Muthurajkumar, and D. Subitha, An
efficient privacy-preserving ranked keyword search
method, IOP Conference Series: Materials Science
Engineering, vol. 1084, no. 1, Mar. 2021, Art. no. 012103.
https://doi.org/10.1088/1757-899X/1084/1/012103
[24] Chi Chen, Xiaojie Zhu, Peisong Shen, Jiankun Hu, Song
Guo, and Zahir Tari, An efficient privacy-preserving
ranked keyword search method, IEEE Transactions on
Parallel and Distributed Systems, vol. 27, iss. 4,
pp. 951–963, Apr. 2016.
https://doi.org/10.1109/TPDS.2015.2425407
[25] R. Zakaria, A. Ahmi, A. H. Ahmad, and Z. Othman,
Worldwide melatonin research: a bibliometric analysis
of the published literature between 2015 and 2019,
Chronobiology International, vol. 38, iss. 1, pp. 27-37,
Nov. 2020.
https://doi.org/10.1080/07420528.2020.1838534
[26] M. Zhong, J. D. Hunt, and J. E. Abraham, Modeling
logistics and supply chain with an integrated land use
transport model: PECAS, ICCTP 2009: Critical Issues
In Transportation Systems Planning, Development, and
Management, vol. 358, pp. 1300-1305, 2009.
https://doi.org/10.1061/41064(358)182
[27] A. Andujar, and F. Z. Nadif, Evaluating an inclusive
blended learning environment in EFL: a flipped
approach, Computer Assisted Language Learning,
vol. 35, iss. 5-6, pp. 1138–1167, Jun. 2020.
https://doi.org/10.1080/09588221.2020.1774613
[28] A. Başal, and N. E. Kaynak, Perceptions of pre-service
English teachers towards the use of digital badges,
Innovations in Education and Teaching International,
vol. 57, no. 2, pp. 148-162, Aug. 2019.
https://doi.org/10.1080/14703297.2019.1649172
[29] J. Martí-Parreño, A. Galbis-Córdova, and R. Currás-
Pérez, Teachers’ beliefs about gamification and
competencies development: a concept mapping
approach, Innovations in Education and Teaching
International, vol. 58, iss. 1, pp. 84–94, Jan. 2021.
https://doi.org/10.1080/14703297.2019.1683464
[30] O. Baydas, and M. Cicek, The examination of the
gamification process in undergraduate education: a scale
development study, Technology, Pedagogy and
Education, vol. 28, iss. 3, pp. 269-285, Mar. 2019.
https://doi.org/10.1080/1475939X.2019.1580609
[31] I. Bouchrika, N. Harrati, V. Wanick, and G. Wills,
Exploring the impact of gamification on student
engagement and involvement with e-learning systems,
Interactive Learning Environments, vol. 29, iss. 8,
pp. 1244-1257, Jun. 2019.
https://doi.org/10.1080/10494820.2019.1623267
[32] B. Huang, K. F. Hew, and C. K. Lo, Investigating the
effects of gamification-enhanced flipped learning on
undergraduate students’ behavioral and cognitive
engagement, Interactive Learning Environments,
vol. 27, iss. 8, pp. 1106–1126, Jul. 2018.
https://doi.org/10.1080/10494820.2018.1495653
[33] C. K. Lo, and K. F. Hew, A comparison of flipped
learning with gamification, traditional learning, and
online independent study: the effects on students’
mathematics achievement and cognitive engagement,
Interactive Learning Environments, vol. 28, iss. 4,
pp. 464–481, Nov. 2018.
https://doi.org/10.1080/10494820.2018.1541910
[34] H. Haruna, Zamzami Zainuddin, Kingsley Okoye, Robin
R. Mellecker, Xiao Hu, Samuel Kai Wah Chu, and
Samira Hosseini, Improving instruction and sexual
health literacy with serious games and gamification
interventions: an outlook to students’ learning outcomes
and gender differences, Interactive Learning
Environments, vol. 31, iss. 4, pp. 2392-2410, Feb. 2021.
https://doi.org/10.1080/10494820.2021.1888754
[35] J. Mahat, N. Alias, and F. D. Yusop, Systematic
literature review on gamified professional training
among employees, Interactive Learning Environments,
vol. 31, iss. 10, pp. 6747-6767, Mar. 2022.
https://doi.org/10.1080/10494820.2022.2043910
[36] S. Brunvand, and D. Hill, Gamifying your teaching:
guidelines for integrating gameful learning in the
classroom, Coll. Teach., vol. 67, no. 1, pp. 58-69,
Jan. 2019.
https://doi.org/10.1080/87567555.2018.1518893
[37] Y. Gao, and L. Pan, Learning English vocabulary
through playing games: the gamification design of
vocabulary learning applications and learner evaluations,
The Language Learning Journal, vol. 51, no. 4,
pp. 451-471, Jun. 2023.
https://doi.org/10.1080/09571736.2023.2217828
[38] C. G. Ruiz, The effect of integrating Kahoot and peer
instruction in the Spanish flipped classroom: the student
perspective, Journal of Spanish Language Teaching, vol.
8, no. 1, pp. 63-78, 2021.
https://doi.org/10.1080/23247797.2021.1913832
[39] S. D. Reyssier, A. Serna, S. Hallifax, J.-C. Marty,
S. Simonian, and E. Lavoué, How does adaptive
gamification impact different types of student motivation
over time?, Interactive Learning Environments, vol. 32,
no. 10, pp. 6043-6062, 2024.
https://doi.org/10.1080/10494820.2023.2248220
[40] R. Z. Cabada, M. L. B. Estrada, J. M. R. Félix, and G. A.
Hernández, A virtual environment for learning computer
coding using gamification and emotion recognition,
Interactive Learning Environments, vol. 28, no. 8,
pp. 1048-1063, 2020.
https://doi.org/10.1080/10494820.2018.1558256