A Bibliometric Review of Research on Gamification in Education: Reflections for Moving Forward

Yong Zhang; Wee Hoe Tan; Jun Zhou

doi:10.54097/bz196z55

Authors

Yong Zhang
Wee Hoe Tan
Jun Zhou

DOI:

https://doi.org/10.54097/bz196z55

Keywords:

Bibliometric, gamification, education, PRISMA, VOSviewer

Abstract

As the field of education continuously explores innovative teaching methods, gamified education has attracted widespread attention due to its unique mechanisms for stimulating learning motivation and enhancing engagement. This study utilizes bibliometric analysis to systematically evaluate the development of gamified education research from 2004 to 2023. By analyzing 4,373 publications, this research reveals the major trends and academic impacts of gamified education, finding that the United States and China are particularly prominent in research output in this field. The results indicate that gamified education can effectively enhance students' learning motivation and engagement, especially in remote and digital learning environments. Additionally, this study also finds that, despite the increasing research on gamified education, further exploration is needed regarding its long-term effects and specific applications in educational practice.

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