Analysis of the Documents Published in the Web of Science Database on Teachers' Gamification Method: A Content Analysis

—Gamification is the use of game design elements in non-game contexts and it is gaining momentum in a wide range of areas including education. Despite increasing academic research exploring the use of gamification in education, little is known about teachers' main drivers and barriers to using gamification in their courses. Through the search conducted on Web of Science database with the keywords "teacher” and “gamification", the study is based on the analysis of the documents published. All articles published in Web of Science were examined. Their distribution by the years, subject areas, document types, organization, author, country/regions, sources, meeting titles, language and the research area theme have been examined. The varied findings reveal that the analysis of the studies published on Web of Science database is important in terms of content for the significance by teacher through gamification. Gamification is used by teacher for effective results. The findings of the review provide insights for further studies as well as for the design of gamified systems


Introduction
Although technological advances and associated teaching methodologies represent new opportunities in education, but also present a challenge for teachers of higher education institutions [1]. Teachers should come up with questions about whether new teaching methodologies will be applied in their courses based on their beliefs about expected outcomes, performance, costs and benefits. For example, when applying a new instructional technology to a course, the associated costs may vary from personal costs (for example, up to the time devoted to preparing new instruction), materials to institutional costs (e.g. new equipment such as a digital whiteboard or computer) [2].
The rapid development of the new technology has changed the classroom teaching methods and tools in a positive way [3] [4] [5] [6]. Traditional schooling is perceived as ineffective and boring by many students. While teachers continuously seek novel instructional approaches, it is largely agreed that today's schools face major problems around student motivation and engagement [7] [8] [9] [33].
The use of game elements or games education is not new and can be traced back to the sixties when Piaget (1962) pointed out that games should not only help children to master their environments but also to create the worlds of their imagination [30].
Games also encourage students to play an active role in the learning process, thus supporting active learning, experiential learning and problem-based learning [10]. (Oblinger, 2004). Previous research has found that the use of games or play items in the classroom can also improve the classroom atmosphere [11]. In addition, the use of video games in the classroom can be attractive and motivating to future generations being raised in the age of video games [12] [13].
The Game Engine is hard to define; the term is somehow known in the game community, but few know what actually happened. This is due to the fact that the game engine comes in many ways and does it in real time [14]. The teaching of entrepreneurship is currently a fundamental pillar in the construction of social responsibility with strong impact on the future economic development of society. The use of serious games in the entrepreneurship field is a way of encouraging students' motivation to become entrepreneurs and develop their skills in the field [15]. Recently, many applications have begun to be developed with the advancement in the technology. In order to increase the effectiveness of these applications in education, mobile applications suitable for gamification method have become a contemporary issue [16] [32].

Gamification
It has attracted the attention of academics, practitioners and business professionals from various fields such as woolening, education, information studies, humancomputer interaction and health [17]. Nevertheless, while the term maintains its meaning in different meanings and contradictory uses, the concept derives from its academic value, underdeveloped theoretical foundations and the lack of a standardized guidelines for practice [18].   [19]. say that the use of game design elements in non-game contexts is a fairly new and rapidly growing field. The concept of gamification is different from that of an educational or serious game. While the latter describes the design of full-fledged games for non-entertainment purposes, "gamified" applications merely employ elements of games. According to Deterding, Dixon, Khaled and Nacke (2011), the term "gamification" is quite new [20].
Gamification is the use of game design elements in non-game contexts and is gaining momentum in a wide range, including education [2]. Meaningful gamification is the use of fun and entertaining layers to help the user find personal connections that motivate interaction with a particular context for long-term change. While rewardbased gamification can be useful for short-term goals and situations where participants do not have personal ties or intrinsic motivation to involve in a context, rewards can reduce real motivation and desire to take part in the long-term real-world context [21].
The literature review reveals that a few many studies conducted on gamification. The purpose of this study is to analyze the research conducted by teacher through the method of gamification. Under the scope of this general aim, the answers to the following sub-objectives are sought for: • How are the documents distributed over the years? • How is the distribution according to subject areas? • How is the distribution according to document type? • How is the distribution according to organizations? • How is the distribution according to author? • How is the distribution according to country/regions? • How is the distribution according to sources? • How is the distribution according to meeting titles? • How is the distribution according to languages? • How is the distribution according to research areas?

1.2
The purpose of the study The purpose of this study is to systematically analyze the articles accessed through search on Web of Science database with keywords selected by examining according to designated themes through discussing with other related basic concepts. Through the research the views regarding the use of gamification by teacher will be evaluated to contribute to further studies in the related subject areas.

Limitations
This research is limited to the selected and reviewed documents in the Web of Science database, is limited to the documents published between the years 2013 and 2018, accessed through Near East University Web of Science database, and The content analysis of the documents is limited to the 10 themes specified above.

Method
The study was conducted by using document analysis and related content analysis among qualitative research methodology. The basic process in content analysis is to compile similar data within the framework of the mentioned concepts and themes and interpret them in a way that the readers can understand [22]. Content analysis is a scientific framework that allows a systematic analysis of written, oral and other sources [23]. Cohen, Manion, and Morrison (2007) describe content analysis as presenting the messages contained in the present documents in a concise manner [24].

Data collection and analysis
In order to learn the work of teachers in the field of gamification, Web of Science documents were examined. Primarily a search was conducted on Web of Science database using the keywords "teacher and gamification" between the years 2013 and 2018 and the search yielded 337 documents which are presented in Figure 1. The documents retrieved through the Web of Science database are analyzed, integrated by correlation with each other and the data was analyzed through content analysis. 3 Results

The distribution of the documents by years
At this stage of the research, the distribution of the documents between the years 2013 and 2018 are examined. In this context, 337 studies are accessed through Web of Science database, their distribution is presented in Table 1.  Table 1 shows the distribution of 337 studies obtained from the analysis by years. When the distribution by years is considered, it is seen that the highest value is in 2018 (f = 89) and second highest value is in 2017 (f = 84). Similarly, Table 1 shows that the lowest values are seen in 2013 (f = 9) and 2014 (n = 13).
The main point that draws attention according to the data in Table 1 is that research on teacher and gamification has been on the rise in recent years. It can be said that this number will increase gradually in the coming years.  Table 2 shows the ranking of 337 articles obtained from the analyzes according to research areas. In the distribution of teachers' studies related to gamification according to research areas, it is seen that "education, educational research" has the highest (f = 212) and "Computer Science Interdisciplinary Applications" has the second highest value (f = 38).

Distribution of the documents by subject areas
It is known that this ranking is an expected result, and that gamification is one of the different learning methods with respect to the alternative learning methods, and the applications in the fields of education and educational research are handled and given directions scientifically. In addition, the field of gamification is being developed as an interdisciplinary field, on the basis of computer science and educational research. When Table 3 is examined, the distribution of the document types of researches related to teachers and gamification is seen. Considering this information, "Proceedings paper" (f = 219) has the highest value among the data, followed by "Article" (f = 113) and "Book Chapter" (f = 6) at third place. It stands out that when it is compared, "Proceedings paper" document type is quite more than other document types. The lack of research on gamification allows researchers to present, discuss and expand their work as proceedings at conferences and congresses.

Distribution of the documents by document types
When an area is getting developed, first of all, the results of the research are presented to the participants of the congresses. It is then replicated as an article publication with an increasing acceleration. When Table 4 shows the distribution of teachers and authors of the researches about gamification towards their institutions. Considering this information, the university with the highest value becomes European Valencia University (f = 11) and the university with the second highest value becomes University of Valencia (f = 8). It is seen that other institutions are ranked from four (4) to one (1). The most attentiongrabbing point is that the most article publishing institutions are from same city, Valencia, Spain with researchers from different universities. This means that the researchers collaborate or work together when they are in close contact with each other, and thus, naturally inspired by one another, allowing them to increase production.

3.5
Distribution of the documents by the author  Table 5 shows the distribution of the findings obtained when the studies related to teachers and gamification are ranked according to the author's rank. In Table 5, it is seen that Marti-Parreno J published the most articles (f = 12), followed by Sanchez-Mena with 8 articles. According to these findings, it is seen that more researchers are needed in the field of gamification and teacher, and in addition to that, the research is more spread to general rather than a certain researcher' dominance in the field.

Distribution of the documents by the countries of authors
In Table 6, it is seen that Spain takes first (f = 79) and Brazil second place (f = 31) in the distribution of teachers and authors of the studies on gamification by country. According to these results, it is seen that Spain attaches more importance to gamification in education and training applications. Another remarkable point is that China produced only 9 studies. In recent years, since China has been a country that pushed the top positions in science and technology researches, obtaining low numbers in research on teachers and gamification is highly thought-provoking.   Table 7 shows the first three ranks of the studies on teacher and gamification according to the sources published; "Proceedings of the European Conference on Games Based Learning (f = 27) comes at first place, followed by "ICERI Proceedings" (f = 26) and "INTED Proceedings" (f = 25), which are almost equal in value.

Distribution of the documents by the sources
Considering the information in Table 7, it is seen that the most publications are published in "conference proceedings", and there is no specific journal about Gamification and teachers. It can be argued that this result stems from the fact that Gamification is a relatively new field.  Table 8 shows the distribution of publication languages of teachers and gamification studies by years. When Table 8 is examined, it is seen that the highest number is in English (f = 299, 88.72%) and Spanish comes second (f= 23, 6.83%). According to this result, it is revealed that English, as in other fields, is dominant in the researches about teacher and gamification as a science language. However, it can be said that Spanish is on a remarkable rise.

Discussion and Conclusion
In the research designed as content analysis that is initiated with the search conducted on Web of Science database with the keywords "teacher and gamification", 10 themes are specified and a total of 337 documents are accessed and the documents are analyzed with regards to those specified themes. According to this, when the by years distribution of the documents published between the years of 2013 and 2018 is analyzed, the studies conducted by teacher through gamification increased in time while the highest number of studies, 89, are conducted in 2018. Popular interest in gamification has been reflected in the academic context and the number of papers published in gamification is growing. Hamari, Koivisto and Sarsa (2014) gave an overview of the increasing number of articles on the subject. Apparently, it is especially noteworthy that the term "gamification art" increases in the titles, even faster than general search results [25]. This suggests gamification has become a more popular academic research topic. The result of this study is consistent with the results of other studies [25].
When the researches on the gamification method of teachers are examined, it is seen that the most work is done in the field of "Education Educational Research". It is seen that the least number of studies were conducted in the field of Social Sciences Interdisciplinary.
When the researches on the gamification method of teachers are examined, it is seen that most of the studies on gamification method of teachers are published as conference papers. When the studies are examined, 2 documents are published as the editorial material. According to these findings, it is concluded that the articles are written as conference papers and the publication is less. Hamari, Koivisto and Sarsa, (2014) [25]; Bicen, Kocakoyun (2017) [16]; found that most of the research done with gamification are published as conference papers. This result is supported by the literature.
When the studies conducted by teachers about gamification are examined, it is seen that the organization that makes the most work is University Europea Valencia (11 When the studies are examined, it is seen that author MARTI-PARRENO J (12) is the author with the highest level of gamification and teachers' studies. BOTHA A. and BITTENCOURT have 3 studies in the web of science index.
When the countries of authors of the studies on gamification between the years 2013 and 2018 are analyzed, it is revealed that the majority of the studies are conducted in "Spain" (79). This is followed by 4 study from "China", "Greece" and "Germany". The number of this kind of researches is needed to increase in Turkey. "China", "Greece" and "Germany" refer to the studies that could not enter the list of Turkey. This must be achieved in Turkey by concluding the increase of working with gamification [9] [26].
When the sources of authors of the studies on gamification between the years 2013 and 2018 are analyzed, it is seen that "Proceedings of the European Conference on Games Based Learning" has 27 studies, and the least number of studies is from EDU-LEARN 8TH international conference on education and new learning technologies (9).
When the sources of authors of the studies on gamification between the years 2013 and 2018 are analyzed, it is seen that most of them are conducted in "10th Annual International Conference of Education Research and Innovation ICERI" (12) and "12th International Technology Education and Development Conference INTED. (11)", and being the least number is "11th International Conference on Technology Education and Development Inted." research (5).
When the sources of authors of the studies on gamification between the years 2013 and 2018 are analyzed and examined, it is seen that they are published in English (299). The least number of studies were written in Russian, Bulgarian and Crotian (1). Uzunboylu and Kocakoyun (2017), Turan Çimşir and Uzunboylu (2019), Kayımbaşıoğlu, Oktekin and Hacı (2016) concluded that most of the literature are written in English. This result stems from the fact that English is a universal language [27] [28] [29].
When the studies performed by the teachers using gamification are examined, it is seen that the highest level of education is in the field of "Education Educational Research" (228). It is seen that it is done in the field of "Business Economics (4)