Gamification and Game-Based Learning in Teacher Training and Education: Quantifying Through Bibliometric Paradigms

Abstract

This bibliometric study examines the evolution of gamification and game-based learning (GBL) in teacher education from 2005 to 2024. Scholarly output grew rapidly between 2012 and 2021, with an annual growth rate of 12.26%. Key themes include motivation, engagement, and academic performance. The United States, Spain, and Britain contributed 65, 48, and 15 documents, respectively. Findings confirm that gamification and GBL improve learning outcomes, but they also highlight methodological inconsistencies. Serious games and gamification, while distinct, both offer valuable insights. Future research should prioritize e-learning and immersive technologies. The analysis covers 397 documents and 3316 citations, reflecting the field’s growing impact.

Keywords

gamification game-based learning teacher training student motivation educational technology learning outcomes

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