A bibliometric analysis of gamification and intrinsic motivation in learning technologies
Bibliographic Data
| ID | 22436697 |
|---|---|
| Authors | I Made Pustikayasa (State University of Malang, corresponding author), Dedi Kuswandi (0000-0003-1005-6641, State University of Malang), Ika Andrini Farida (0000-0001-8158-0913, State University of Malang), Punaji Setyosari (0000-0003-0187-9785, State University of Malang), Made Duananda Kartika Degeng (0000-0002-6749-6237, State University of Malang), Henry Praherdhiono (0000-0002-5922-7491, State University of Malang) |
| Year | 2026 |
| Volume | 5 |
| Issue | 1 |
| Publication date | 2026-05-16 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Discover Education (JOURNAL) |
| Journal identifiers | ISSN: 2731-5525 • E-ISSN: 2731-5525 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s44217-026-01597-5 |
| OpenAlex | W7161396990 |
| Language | EN |
| References cited | 28 |
Gamification has been widely adopted in digitally mediated education to support learner motivation, yet research on intrinsic motivation remains dispersed across publication venues, methodological approaches, and conceptual emphases. This study maps the intellectual structure, growth trajectory, and thematic development of research on gamification and intrinsic motivation in learning technologies. Using Scopus as the data source, records were retrieved for 2011–2025 and screened following PRISMA principles. After screening, deduplication, and metadata completeness checks, 585 English-language Scopus-indexed records published in 2012–2025 were retained for analysis. Bibliometric analyses were conducted in RStudio using bibliometrix to examine annual scientific production, citation patterns, co-authorship structures, source contributions, and keyword-based conceptual relationships. The results indicate strong publication growth, particularly after 2017, whereas citation influence remains concentrated in seminal contributions published around the mid-2010s. The conceptual structure of the field is centered on gamification, intrinsic motivation, and Self-Determination Theory, with recurring links to autonomy, competence, and relatedness. Trend-topic and thematic analyses suggest a shift from earlier design-oriented emphases, such as badges, mobile learning, and game design elements, toward learner-centered outcomes, including engagement, satisfaction, and learning effectiveness. International co-authorship is present but remains modest. Overall, the findings suggest that this literature has become increasingly consolidated while still requiring more longitudinal, comparative, and cross-cultural research to strengthen explanatory depth and generalizability.
Citation · Citation analysis · Conceptual framework · Intrinsic motivation · Metadata · Scopus · Thematic analysis · Educational Games and Gamification · Motivation and Self-Concept in Sports · Technology-Enhanced Education Studies
The bibliometric analysis of scholarly production
How gamification motivates
Self-Determination Theory
Towards understanding the effects of individual gamification elements on intrinsic motivation and performance
Assessing the effects of gamification in the classroom
Does Gamification Work? -- A Literature Review of Empirical Studies on Gamification
Gamification in theory and action
The PRISMA 2020 statement
From game design elements to gamefulness
Gamification enhances student intrinsic motivation, perceptions of autonomy and relatedness, but minimal impact on competency
Investigating the Interplay of Chinese English as Foreign Language Learners' Growth Mindset, Enjoyment, Adaptability, and Engagement in AI ‐Mediated Informal Digital Learning of English
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Gamification in education and training
Influence of gamification affordance on young citizens’ motivation and learning performance toward digital civic education
Toward a Theory of Intrinsically Motivating Instruction
| Citation velocity | historical |
|---|---|
| Highly cited | No |