Game On: A bibliometric analysis of gamification and game-based learning in teacher training and education.

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Bibliographic Details
Title:	Game On: A bibliometric analysis of gamification and game-based learning in teacher training and education.
Authors:	Hamdan Alghamdi, Amani Khalaf¹ akhalghamdi@iau.edu.sa, Ahmed, Shakil¹, Rahaman, Safiqur²
Source:	Contemporary Educational Technology. Jan2026, Vol. 18 Issue 1, p1-20. 20p.
Subject Terms:	Gamification, Teacher training, Science education, Academic achievement, Motivation (Psychology), Bibliometrics, Participation
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 FROM AUTHOR]
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Database:	Education Research Complete

Description
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 FROM AUTHOR]
ISSN:	1309517X
DOI:	10.30935/cedtech/17953