Gamification in education: A scientometric, content and co-occurrence analysis of systematic review and meta-analysis articles

Abstract

This study seeks scientometric, content and co-occurrence analysis of systematic review and Meta-analysis articles in the field of gamification in education. In terms of purpose , this is an applied study and regarding type , it is a scientometric and co-occurrence analysis. The researchers conducted a search in WoS, Scopus and PubMed databases. The abstract and full text of 25 out of 71 articles were selected to be included in the study. Then, the citation and altmetrics indicators were investigated. In addition, VOSviewer software was utilized to analyze and visualize keywords and map of articles. Finally, the full texts of all articles were analyzed to be provided more information about the types of analyses in these articles. The findings showed that 25 articles were published between 2016 and 2021. Co-occurrence map of articles showed that the three variables of motivation, learning, and engagement have been considered in gamified education studies and most studies have examined gamification in the e-learning environment. Finally, the content analysis of the articles showed that 344 articles were included and analyzed in these 25 systematic reviews and meta-analyses. The types of analyzes performed on these 344 articles categorized them in 7 categories including Country/Territory, Duration of intervention, Lessons/content and the level of gamified educational course, the number of learners, platforms, the game elements and the theories. The results of the study illustrate that different dimensions of the gamification in articles in the field of Education have been considered by the researchers.

Gamifying Community Education for Enhanced Disaster Resilience: An Effectiveness Testing Study from Australia

“…Secondly, the study identified the significance and the possibility of using gamified applications as a potential novel method to increase the efficiency of disaster education. As discussed in the paper, gamification attracts community attention through extrinsic elements and introduces motivational elements in a gaming environment, while indirectly transferring knowledge to the players [22,[96][97][98]. As Australia is frequently exposed to bushfires, such an approach would further reduce community vulnerability by strengthening it through adequate knowledge [99][100][101].…”

Understanding intention and use of digital elements in higher education teaching

“…Teaching methods with digital components, such as the flipped classroom concept and game-based learning, can also significantly increase learning performance (Chen & Tang, 2022 ; Nes et al, 2021 ). Other benefits include improved participation, attitude, motivation, pleasure, perceived learning, satisfaction, and practical skills, as well as increased learner competition (Nadi-Ravandi & Batooli, 2022 ). Positive effects can also be attributed to individual digital learning elements.…”

Effectiveness of gamification and selection of appropriate teaching methods of creativity: Students’ perspectives

“…Taesotikul [ 31 ] confirmed that gamification could improve students’ creative problem-solving skills. However, in recent years, most research has used gamification in online learning, while the gamification of face-to-face courses requires more research [ 32 , 33 ].…”