Gamification Research in Sustainable Educational Settings: A Thematic Analysis Approach

Turgut Karakose; Stamatios Papadakis

doi:10.3991/ijim.v19i23.59119

Authors

Turgut Karakose Kütahya Dumlupinar University, Kütahya, Turkey https://orcid.org/0000-0003-0346-8154
Stamatios Papadakis University of Crete, Rethymno, Greece https://orcid.org/0000-0003-3184-1147

DOI:

https://doi.org/10.3991/ijim.v19i23.59119

Keywords:

gamification; motivation; science mapping; thematic evolution; bibliometric analysis; SciMAT; sustainable education; educational technology; engagement; learner-centered pedagogy

Abstract

Gamification has gained increasing prominence in educational research as a strategy for enhancing learner engagement, motivation, and performance. Despite a growing body of literature, a comprehensive understanding of how gamification themes have evolved over time remains limited. This study conducts a bibliometric and science mapping analysis using SciMAT to examine the thematic evolution of gamification in education based on 3,414 peer-reviewed journal articles indexed in Scopus. The analysis spans three distinct periods—1962–2009, 2010–2019, and 2020–2025—revealing a progression from peripheral and exploratory themes to more mature, theoretically grounded, and diversified research clusters. Key motor themes such as gamification, motivation, and humans persist throughout all periods, while emerging themes include special education, virtual reality, and autonomous learning. The study underscores the field’s conceptual maturation and diversification in response to technological advances and pedagogical shifts, particularly in the post-pandemic era. Findings offer strategic insights for educators, researchers, and policymakers seeking to design inclusive and sustainable gamified learning environments.

Author Biographies

Turgut Karakose, Kütahya Dumlupinar University, Kütahya, Turkey

Turgut Karaköse is a professor of educational management and currently works at Kütahya Dumlupinar University, Türkiye. He also serves as the editor-in-chief of the Educational Process International Journal (EDUPIJ). His main research interests include educational leadership and administration, school leadership, digital leadership, artificial intelligence (AI), psychology and human behavior. He has published extensively in leading international journals and also authored books and chapters on education/management. Prof. Karaköse was named among the top 2% of scientists in the world, according to the Stanford University list, in 2021, 2022, 2023, and 2024.

Stamatios Papadakis, University of Crete, Rethymno, Greece

Dr. Stamatios Papadakis is post doc researcher in Educational Technology with emphasis on mobile learning at the Department of Preschool Education at the University of Crete, Greece (from 2016-). He has graduated from the Department of Informatics, Athens University of Economics and Business, Athens, Greece. In 2006 he completed a Master degree (M.Ed.) in Pre-school Education and Educational Design at the University of Aegean, Rhodes, Greece at the School of Humanities, Department of Pre-school Education. In 2016, he completed a Ph.D. at the University of Crete, Department of Education in Rethymnon, Greece under the supervision by Prof. Zaranis Nikolaos. He has taught as adjunct Lecturer courses on Informatics in Education (2017-2018) at the Department of Preschool Education, School of Education, University of Crete, Greece and Didactics in Programming (2017-2018) at the Department of Computer Sciences, School of Sciences and Engineering at the University of Crete, Greece. His scientific/ research interests include the study of mobile learning and especially the use of smart mobile devices and their accompanied mobile applications (apps) in the use of preschool and primary education, with a special interest at the development of Computational Thinking and students’ understanding of numbers. Furthermore, his research interests also include ICT in education, novice programming environments and teaching of programming in primary and secondary education (novice programmers). Languages: English (fluent), German.

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