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Game On: A Bibliometric Analysis of Gamification and Game-Based Learning in Teacher Training and Education

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  • Author(s): Amani Khalaf Hamdan Alghamdi (ORCID Amani Khalaf Hamdan Alghamdi (ORCID 0000-0002-8500-0266); Shakil Ahm (ORCID Shakil Ahm (ORCID 0000-0001-5511-0598); Safiqur Rahaman (ORCID Safiqur Rahaman (ORCID 0000-0003-1367-2618)
  • Language:
    English
  • Source:
    Contemporary Educational Technology. 2026 18(1):632.
  • Publication Date:
    2026
  • Document Type:
    Journal Articles
    Information Analyses
  • Additional Information
    • Availability:
      Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
    • Peer Reviewed:
      Y
    • Source:
      20
    • Subject Terms:
      Gamification; Game Based Learning; Educational Research; Learner Engagement; Student Motivation; Skill Development; Educational Trends
    • ISSN:
      1309-517X
    • Abstract:
      A comprehensive bibliometric analysis was used to discern the impact and trends of gamification and game-based learning (GBL) in teacher training and education. Examining scholarly output from 2005 to 2024 (610 papers, 1,821 authors, and 4,461 citations) revealed key trends, prolific authors, influential publications and venues, and emerging research areas. The study assessed the growth of publications, frequency of keywords, and geographical distribution of research. Results reveal significant growth in gamification and GBL research with a notable increase in 2024, marked by 68 publications (a 3,300% increase from 2005), and a focus on gamification, GBL, motivation, and engagement as keywords. Most research originated from Spain, the USA, and Italy. Four universities generated most (40%) of the scholarship. Two authors stand out with 82 citations each and a remarkable average of 20.50 citations per publication. Francesca Pozzi was the most prolific author with five publications. "Education Sciences" was the most relevant journal with 21 papers. Integrating gamification and GBL into educational practices, supported by appropriate resources and teacher training, enhances learner outcomes and improves student motivation, engagement, and academic performance. However, challenges and barriers exist, especially inadequate teacher training, change resistance, and unclear distinctions between gamification and GBL. The research landscape to date inspires future research about factors conducive to effective and sustained impact of teacher preparation for gamified learning environments.
    • Abstract:
      As Provided
    • Publication Date:
      2026
    • Accession Number:
      EJ1499521