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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https://doi.org/10.1080/09571736.2023.2217828
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https://doi.org/10.1080/23247797.2021.1913832
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https://doi.org/10.1080/10494820.2018.1558256
“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/152186/, 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/74849/1137631
[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