Tren Penelitian Global Gamifikasi dan Game-Based Learning dalam Pendidikan: Analisis Bibliometrik Berbasis Data Scopus 2020-2024
DOI:
https://doi.org/10.53682/edutik.v5i3.11772Keywords:
gamifikasi, game-based learning, bibliometrik, pembelajaran digital, teknologi pendidikanAbstract
ABSTRAK
Transformasi digital dalam pendidikan global akibat pandemi Covid-19 telah mendorong peningkatan signifikan penerapan gamifikasi dan game-based learning. Meski penelitian terkait meningkat 149,7% pada 2020-2024 dibandingkan 2015-2014, masih terdapat kesenjangan dalam pergeseran paradigma pendidikan digital dan arah pengembangan. Penelitian ini bertujuan untuk: (1) mengidentifikasi pola pertumbuhan publikasi dan kolaborasi internasional, (2) menganalisis evolusi tema dan metodologi penelitian, dan (3) memetakan keterkaitan bidang ilmu, kesenjangan, serta arah pengembangan. Analisis bibliometrik dilakukan terhadap 485 artikel Scopus (Januari 2020-Desember 2024) menggunakan Biblioshiny (R Studio) dan VOSviewer dengan teknik co-occurrence, co-citation, dan bibliographic coupling. Kriteria inklusi mencakup artikel penelitian berbahasa inggris. Hasil menunjukan pertumbuhan publikasi tahunan 18,24% (66 artikel tahun 2020 menjadi 129 artikel tahun 2024), didominasi Spanyol (206 dokumen), dengan rata-rata sitasi 9,86 dan kolaborasi internasional 17,35%/ Analisis co-word mengidentifikasi tiga klaster utama yaitu motivasi belajar, desain gamifikasi, dan efektivitas pembelajaran. Terdapat integrasi signifikan dengan teknologi augmented reality dan e-learning di bidang pendidikan medis, teknik, dan bahasa. Studi ini menyimpulkan peran strategis gamifikasi dan game-based learning dalam transformasi pendidikan digital, namun diperlukan penguatan aspek teoritis dan evaluasi dampak. Implikasi mencakup pengembangan framework desain instruksional, peningkatan kompetensi digital guru, dan kebijakan pendidikan digital berkelanjutan.
ABSTRACT
The digital transformation in global education driven by the Covid-19 pandemic has significantly accelerated the adoption of gamification and game-based learning. Despite a 149,7% increase in research publications from 2020 to 2024 compared to 2015-2019, there remains a gap in the paradigm shift of digital education and future development directions. This study aims to: (1) identify publication growth patterns and international collaboration, (2) analyze the evolution of research themes and methodologies, and (3) map the interconnections between academic fields, research gaps, and future development directions. A bibliometric analysis was conducted on 485 Scopus articles (January 2020-December 2024) using Biblioshiny (R Studio) and VOSviewer with co-occurrence, co-citation, and bibliographic coupling techniques. Inclusion criteria comprised english-language research articles. The results showed an annual publication growth rate of 18.24% (from 66 articles in 2020 to 129 in 2024), dominated by Spain (206 documents), with an average citation of 9.86 and 17.35% international collaboration. Co-word analysis identified three major clusters: learning motivation, gamification design, and learning effectiveness. There was significant integration with augmented reality and e-learning technologies in medical education, engineering, and language education. This study concludes the strategic role of gamification and game-based learning in digital education transformation, but emphasizes the need to strengthen theoretical aspects and evaluate impact. Practical implications include the development of instructional design frameworks, enhancement of digital teacher competencies, and sustainable digital education policies.
References
Adeoye, B. F., & Oni, A. A. (2024). Digital learning and the teaching-learning environment in the post-pandemic 21st century. In Instructional Technology Theory in the Post-Pandemic Era (pp. 1–41). IGI Global. https://doi.org/10.4018/979-8-3693-7645-4.ch001
Al-Ansi, A. M. (2022). Investigating Characteristics of Learning Environments During the COVID-19 Pandemic: A Systematic Review. Canadian Journal of Learning and Technology, 48(1), 1–27. https://doi.org/10.21432/cjlt28051
Al-Hafdi, F. S., & Alhalafawy, W. S. (2024). Ten Years of Gamification-Based Learning: A Bibliometric Analysis and Systematic Review. International Journal of Interactive Mobile Technologies, 18(7), 188–212. https://doi.org/10.3991/ijim.v18i07.45335
Al Fatta, H., Maksom, Z., & Zakaria, M. H. (2018). Game-based learning and gamification: Searching for definitions. International Journal of Simulation: Systems, Science and Technology, 19(6), 41.1-41.5. https://doi.org/10.5013/IJSSST.a.19.06.41
Alghamdi, J., & Holland, C. (2017). Game-play: Effects of online gamified and game-based learning on dispositions, abilities and behaviours of primary learners. In W. M. & T. A. (Eds.), IFIP Advances in Information and Communication Technology (Vol. 515, pp. 55–63). Springer New York LLC. https://doi.org/10.1007/978-3-319-74310-3_7
Ansar, M., & George, G. (2023). Gamification in Education and Its Impact on Student Motivation—A Critical Review. In Lecture Notes in Networks and Systems (Vol. 478, pp. 161–170). Springer Science and Business Media Deutschland GmbH. https://doi.org/10.1007/978-981-19-2940-3_11
Bigdeli, S., Hosseinzadeh, Z., Dehnad, A., Sohrabi, Z., Aalaa, M., Haghani, F., & Atlasi, R. (2023). Underpinning Learning Theories of Medical Educational Games: A Scoping Review. Medical Journal of the Islamic Republic of Iran, 37(1). https://doi.org/10.47176/mjiri.37.26
Camacho-Sánchez, R., Manzano-León, A., Rodríguez-Ferrer, J. M., Serna, J., & Lavega-Burgués, P. (2023). Game-Based Learning and Gamification in Physical Education: A Systematic Review. Education Sciences, 13(2). https://doi.org/10.3390/educsci13020183
Camacho-Sánchez, R., Rillo-Albert, A., & Lavega-Burgués, P. (2022). Gamified Digital Game-Based Learning as a Pedagogical Strategy: Student Academic Performance and Motivation. Applied Sciences (Switzerland), 12(21). https://doi.org/10.3390/app122111214
Cascella, M., Cascella, A., Monaco, F., & Shariff, M. N. (2023). Envisioning gamification in anesthesia, pain management, and critical care: basic principles, integration of artificial intelligence, and simulation strategies. Journal of Anesthesia, Analgesia and Critical Care, 3(1). https://doi.org/10.1186/s44158-023-00118-2
Choosang, S., Chai-Ngam, N., & Pongkiatchai, R. (2023). Instructional Design: Under the Concept of Game Based Learning for Nursing Education. Journal of Food Health and Bioenvironmental Science, 16(1), 60–70. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85207240248&partnerID=40&md5=0b2e60b73f75fac386e01f91ff9f83cd
Connolly, C., O’Brien, E., & O’Ceallaigh, T. J. (2023). Ensuring Knowledge Sustainability in a Digital Era: Empowering Digital Transformation Through Digital Educational Leadership. Technology, Knowledge and Learning. https://doi.org/10.1007/s10758-023-09707-0
de Amorim, L. M., Júnior, J. G., Neto, M. L. R., Lima, N. N. R., Teixeira, S. A., & Moreira, J. L. de S. (2022). Reflections on early chilhood education in the Covid-19 Pandemic. Journal of Pediatric Nursing Journal, January, 26–27.
DiCesare, D., Scheveck, B., Adams, J., Tassone, M., Diaz-Cruz, V. I., Van Dillen, C., Ganti, L., Gue, S., & Walker, A. (2025). The pit crew card game: a novel gamification exercise to improve EMS performance in critical care scenarios. International Journal of Emergency Medicine, 18(1). https://doi.org/10.1186/s12245-024-00748-5
Dicheva, D., Irwin, K., & Dichev, C. (2019). Exploring Learners Experience of Gamified Practicing: For Learning or for Fun? International Journal of Serious Games, 6(3), 5–21. https://doi.org/10.17083/ijsg.v6i3.299
Doomun, R., & Greunen, D. Van. (2022). A qualitative investigation of student experience in a gamified course at the Open University of Mauritius. South African Computer Journal, 34(2), 94–106. https://doi.org/10.18489/sacj.v34i2.1085
Fernando, P. A., & Premadasa, H. K. S. (2024). Use of gamification and game-based learning in educating Generation Alpha: A systematic literature review. Educational Technology and Society, 27(2), 114–132. https://doi.org/10.30191/ETS.202404_27(2).RP03
Granados, L. P., & De La Concepción Muñoz González, L. (2024). Gamification in the educational context: Challenges, potential and perspectives for implementation. Revista de Educacion, 1(405), 249–274. https://doi.org/10.4438/1988-592X-RE-2024-405-634
Hainey, T., Connolly, T., Boyle, E., Azadegan, A., Wilson, A., Razak, A., & Gray, G. (2014). A systematic literature review to identify empirical evidence on the use of games-based learning in primary education for knowledge acquisition and content understanding. In B. C. (Ed.), Proceedings of the European Conference on Games-based Learning (Vol. 1, pp. 167–175). Dechema e.V. https://www.scopus.com/inward/record.uri?eid=2-s2.0-84923635846&partnerID=40&md5=6d754d4bd4cc1190ee84334a2ec71f44
Hernanz, V., Latorre-Cosculluela, C., & Suárez, C. (2025). Comparing engagement and active participation with gamification in Quizizz applications: influences on the teaching-learning process. Technology, Pedagogy and Education. https://doi.org/10.1080/1475939X.2025.2488320
Hosszu, A., & Rughinis, C. (2021). Design Issues in e-Learning during the COVID-19 Pandemic. Proceedings - 2021 23rd International Conference on Control Systems and Computer Science Technologies, CSCS 2021, 432–438. https://doi.org/10.1109/CSCS52396.2021.00077
Jensen, C. G., & Dau, S. (2023). Experimenting with GAME OVER to Create Processes of Reflection and Academic Inquiry. In S. T., B. G., & C. L. (Eds.), Proceedings of the European Conference on Games-based Learning (Vols. 2023-Octob, pp. 876–886). Dechema e.V. https://doi.org/10.34190/ecgbl.17.1.1922
Jivani, S. R., Chetehouna, M., Hafeez, S., & Adjali, M. H. (2024). Effects of Game-Based Learning on Engagement and Academic Performance for Undergraduate Science and Engineering Students. International Journal of Engineering Education, 40(1), 16–22.
Kisiołek, A., Karyy, O., & Kobis, P. (2023). The impact of the covid-19 pandemic on digital transformation of learning in higher education, based on the experience of higher education institutions in Poland and Ukraine. In Economy 4.0 and the COVID-19 Pandemic: A Review of Research (pp. 111–121). Logos Verlag Berlin GmbH. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85173045221&partnerID=40&md5=644095095af523b35ffbd846f754d8f0
Klock, A. C. T., Ogawa, A. N., Gasparini, I., & Pimenta, M. S. (2018). Does gamification matter?: A systematic mapping about the evaluation of gamification in educational environments. Proceedings of the ACM Symposium on Applied Computing, 2006–2012. https://doi.org/10.1145/3167132.3167347
Krasheninnikova, L. (2023). Teaching Gamification in a Virtual Learning Environment. In Lecture Notes in Networks and Systems: Vol. 830 LNNS. https://doi.org/10.1007/978-3-031-48020-1_32
Krath, J., Schürmann, L., & von Korflesch, H. F. O. (2021). Revealing the theoretical basis of gamification: A systematic review and analysis of theory in research on gamification, serious games and game-based learning. Computers in Human Behavior, 125. https://doi.org/10.1016/j.chb.2021.106963
Kutty, A. S., & Joy, M. M. (2022). Gamification framework: Understanding the critical success factors for using gamification as a pedagogical tool. In Handbook of Research on the Influence and Effectiveness of Gamification in Education (pp. 470–479). IGI Global. https://doi.org/10.4018/978-1-6684-4287-6.ch023
Li, G., Jing, H., Wang, J., Liu, J., & Wang, Z. (2025). Enhancing Classroom Engagement through Interest-Based Gamification: A Case Study on Motor Principles and Operation. Proceedings of 2024 International Conference on Artificial Intelligence and Future Education, AIFE 2024, 155–160. https://doi.org/10.1145/3708394.3708421
Li, K. C., Huang, J.-C., Heh, J.-S., Chen, C.-T., Wang, H.-C., & Yeh, S.-W. (2010). Designing game-based learning framework - A motivation-driven approach. Proceedings - 10th IEEE International Conference on Advanced Learning Technologies, ICALT 2010, 215–216. https://doi.org/10.1109/ICALT.2010.66
Liang, H., & Sitthiworachart, J. (2023). Game-based learning to enhance students logical thinking abilities in primary school Mathematics. ACM International Conference Proceeding Series, 86–93. https://doi.org/10.1145/3629296.3629336
Linek, S. B., Schwarz, D., Bopp, M., & Albert, D. (2010). When playing meets learning: Methodological framework for designing educational games. Lecture Notes in Business Information Processing, 45 LNBIP, 73–85. https://doi.org/10.1007/978-3-642-12436-5_6
Martí-Parreño, J., Méndez-Ibáñez, E., & Alonso-Arroyo, A. (2016). The use of gamification in education: a bibliometric and text mining analysis. Journal of Computer Assisted Learning, 32(6), 663–676. https://doi.org/10.1111/jcal.12161
Mokhtari, Z., Salimi, G., & Safavi, A. A. (2021). Gamified Teaching-Learning Approaches in Higher Education: A scoping review. 8th International and the 14th National Conference on E-Learning and e-Teaching, ICELET 2021. https://doi.org/10.1109/ICELET202153025.2021.9712605
Nautiyal, V. V, Silverio, S. A., & Salvador, E. E. P. (2024). Let’s get on-board: a practical framework for designing and implementing educational board games in K-12 classrooms. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1420515
Oliveira, E. A., Oliveira, M. C. L., Colosimo, E. A., Martelli, D. B., Silva, L. R., Silva, A. C. S. E., & Martelli-Júnior, H. (2022). Global scientific production in the pre-Covid-19 Era: An analysis of 53 countries for 22 years. Anais Da Academia Brasileira de Ciencias, 94. https://doi.org/10.1590/0001-3765202220201428
Orsoni, M., Dubé, A., Prandi, C., Giovagnoli, S., Benassi, M., Mazzoni, E., & Benvenuti, M. (2023). Learning Landscape in Gamification: The Need for a Methodological Protocol in Research Applications. Perspectives on Psychological Science. https://doi.org/10.1177/17456916231202489
Pagels, L., Schindler, O., & Luedtke, K. (2025). Overview of styles, content, learning effects and attitudes of students towards digitally enhanced physiotherapy education - a scoping review. BMC Medical Educationducation, 25(1), 176. https://doi.org/10.1186/s12909-025-06750-6
Pallathadka, H., & Pallathadka, L. K. (2023). Critical Study of Possibilities of Gamification in Higher Education: Challenges, Opportunities, and Solutions. AIP Conference Proceedings, 2587(1). https://doi.org/10.1063/5.0150540
Palomino, P. T., Rodrigues, L., & Toda, A. (2023). Gamification and motivation. In Gamification Design for Educational Contexts: Theoretical and Practical Contributions (pp. 15–35). Springer International Publishing. https://doi.org/10.1007/978-3-031-31949-5_2
Piki, A., Markou, M., & Vasiliou, A. (2016). Learning through play: The role of learning and engagement theory in the development of educational games for intellectually challenged children. Proceedings - 2016 International Conference on Interactive Technologies and Games: EduRob in Conjunction with ITAG 2016, ITAG 2016, 1–6. https://doi.org/10.1109/iTAG.2016.8
Rajamohan, V., Santhapur, M., & Dascalu, S. (2020). A modern game-based technique for learning software engineering course. In F. P. (Ed.), Proceedings of the European Conference on Games-based Learning (Vol. 2020, pp. 435–444). Dechema e.V. https://doi.org/10.34190/GBL.20.179
Sangroya, D., & Kabra, G. (2023). Improving Students’ Engagement using Gamification by Integrating Flow theory and Self Determination Theory. In R. D. & F. G. (Eds.), AIP Conference Proceedings (Vol. 2909, Issue 1). American Institute of Physics Inc. https://doi.org/10.1063/5.0181951
Sato, S. N., Condes Moreno, E., Rubio-Zarapuz, A., Dalamitros, A. A., Yañez-Sepulveda, R., Tornero-Aguilera, J. F., & Clemente-Suárez, V. J. (2024). Navigating the New Normal: Adapting Online and Distance Learning in the Post-Pandemic Era. Education Sciences, 14(1). https://doi.org/10.3390/educsci14010019
Sharpe, R., Bennett, S., & Varga-Atkins, T. (2022). Handbook of digital higher education. In Handbook of Digital Higher Education. Edward Elgar Publishing Ltd. https://doi.org/10.4337/9781800888494
Sotirov, M., Petrova, V., & Nikolova-Sotirova, D. (2024a). Exploring the Impact of Educational Serious Game in a Gamified LMS. International Conference Automatics and Informatics, ICAI 2024 - Proceedings, 307–312. https://doi.org/10.1109/ICAI63388.2024.10851521
Sotirov, M., Petrova, V., & Nikolova-Sotirova, D. (2024b). Learning through Gamification: A Case Study on the Development and Integration of a University Educational Serious Game. International Conference Automatics and Informatics, ICAI 2024 - Proceedings, 313–318. https://doi.org/10.1109/ICAI63388.2024.10851688
Stevanović, M. Č., Pejić, J. L., & Pejić, P. Č. (2024). Game-based Learning: Interaction in Educational Virtual Reality Games using the Virtual Reality Headsets. In S. M., S. of C. University of Eastern Finland Yliopistokatu 2, Joensuu, L.-P. S., S. of C. University of Eastern Finland Yliopistokatu 2, Joensuu, C. M.A., E. de I. University of Leon Campus de Vegazana S/N, Leon, C. M.A., E. P. S. de Z. Universidad de Salamanca Av. de Requejo, 34, Zamora, M. M.R., F. of I. T. Belgrade Metropolitan University Tadeusa Koscuska 63, Belgrade, K. E., & F. of I. T. Belgrade Metropolitan University Tadeusa Koscuska 63, Belgrade (Eds.), CEUR Workshop Proceedings (Vol. 3938, pp. 104–115). CEUR-WS. https://www.scopus.com/inward/record.uri?eid=2-s2.0-105000311648&partnerID=40&md5=71e1e08b3c8ff21a0fd97a3a5caca15d
Strousopoulos, P., Troussas, C., Krouska, A., & Sgouropoulou, C. (2024). The Gamification Advantage: Innovating Education through Engagement. Proceedings - 2024 9th South-East Europe Design Automation, Computer Engineering, Computer Networks and Social Media Conference, SEEDA-CECNSM 2024, 204–208. https://doi.org/10.1109/SEEDA-CECNSM63478.2024.00045
Tonga, M., & Kara, M. (2024). The rapid transition to online learning during the pandemic: Challenges and implications for digital transformation in higher education. In Virtual Technology Innovations in Education (pp. 245–267). IGI Global. https://doi.org/10.4018/979-8-3693-6030-9.ch009
Videnovik, M., Vold, T., Kionig, L., Bogdanova, A. M., & Trajkovik, V. (2024). PlayfulPeer Pedagogy: A Framework for Integrating Game-Based Learning and Peer Interaction in Primary Education. 2024 21st International Conference on Information Technology Based Higher Education and Training, ITHET 2024. https://doi.org/10.1109/ITHET61869.2024.10837602
Vrcelj, A., Hoić-Božić, N., & Dlab, M. H. (2023). Use of Gamification in Primary and Secondary Education: A Systematic Literature Review. International Journal of Educational Methodology, 9(1), 13–27. https://doi.org/10.12973/ijem.9.1.13
Wang, C.-C., Chang, S.-C., & Yu, Y. H. (2025). Using gamification to enhance learning: A college course case study. Entertainment Computing, 54. https://doi.org/10.1016/j.entcom.2025.100942
Wang, H. C., Chou, Y., & Guo, J.-L. (2011). A core journal decision model based on weighted page rank. Program, 45(4), 397–414. https://doi.org/10.1108/00330331111182166
Zaric, N., Lukarov, V., & Schroeder, U. (2020). The Empirical Investigation of the Gamified Learning Theory. In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics): Vol. 12517 LNCS. https://doi.org/10.1007/978-3-030-63464-3_13
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Indah Khoerunnisa
This work is licensed under a Creative Commons Attribution 4.0 International License.
