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The analysis tracks publication spread over time, identifying a rise toward a peak in 2021 followed by a leveling-off in later years. Attention is given to leading authors and institutions, key contributors, and global geographic distribution, where the USA and Turkey both rank first. 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Sergeeva 1  \n 0000-0002-9950-000X  \nEkaterina V. Zvereva 2  \n 0000-0003-2268-0580  \nYuliya P. Kosheleva 3  \n 0000-0001-5653-2143  \nMarina R. Zheltukhina 4*  \n 0000-0001-7680-4003  \nAlexey I. Prokopyev 5  \n 0000-0002-6583-2727  \nDenis A. Dobrokhotov 6  \n 0000-0002-6069-4978  \n1 Kuban State University, Krasnodar, RUSSIA  \n2 Peoples’ Friendship University of Russia, Moscow, RUSSIA  \n3 Moscow State University of Psychology and Education, Moscow, RUSSIA  \n4 Pyatigorsk State University, Pyatigorsk, RUSSIA  \n5 Plekhanov Russian University of Economics, Moscow, RUSSIA  \n6 I. M. Sechenov First Moscow State Medical University, Moscow, RUSSIA  \n* Corresponding author: [zzmr@mail.ru](zzmr@mail.ru)  \nCitation: Sergeeva, O. V., Zvereva, E. V., Kosheleva, Y. P., Zheltukhina, M. R., Prokopyev, A. I., & Dobrokhotov, D. A. (2024) . A comprehensive bibliometric review of gamified learning in higher education. Contemporary Educational Technology, 16(3), ep514. [https://doi.org/10.30935/cedtech/14708](https://doi.org/10.30935/cedtech/14708)  \nARTICLE INFO ABSTRACT  \n\n| Received: 23 Feb 2024\u003Cbr>Accepted: 13 May 2024 | This article has crafted a detailed bibliometric review of gamified learning in higher education which provides the reader a broad scientific background and an overview of relevant publications and their up-to-date status in this growing domain. The study examines the spread of publications over the time, revealing a development of a dynamic curve from minor to peak in 2021, and then leveled-off of activity in the rest of the years. There is special focus on highachieving authors and institutions that are praised by the work for their key contributions to the field of gamified learning research. The aspect of global geographical distribution of gamified learning studies in the literature is expounded. While the USA and Turkey rank first in this regard, they also head the discourse. The role of key journals and a citation analysis provide the evidence of the highly reputable and established place the gamified leaning has in higher education. This bibliometric review offers important information about the multifaceted aspects of gamified learning and subsequently may be used by future researchers to dig deeper and contribute to the literature.\u003Cbr>Keywords: gamified learning, higher education, bibliometric review |\n| --- | --- |\n| INTRODUCTION |  |\n\nGamified learning is an instruction approach involving the use of gaming aspects in a learning setting to enhance interaction and involvement (Chen et al., 2023) . It strives to inspire students in learning and promote their improvement of a given academic performance according to Thurairasu (2022) . Supporting the benefits  \nof gamification in education are its positive impacts on students’ learning experience, motivation and academic achievement (Huang et al., 2023) . Techniques and theories used in gamified learning include multirepresentational scaffolding, flow (Elshorbagy et al., 2022) . Social constructivism to support the process of learning as well as increase student participation. On the whole, gamified learning is a revolutionary method that uses gaming aspects to increase engagement and efficiency in students’ lives as stated by Abu-Hammad and Hamtini (2023) .  \nThe concept of gamification related to higher education is explained in the following way It means here utilization of game design elements within non-game activities with a goal to make these more effective by stimulating students’ motivation and engagement (Khaldi et al., 2023) . It includes the working with game mechanisms, dynamics and aesthetics of perception and interaction; social communication in a gamified environment based on special types of gaming tools (Gupta & Sawhney, 2023) . Gamification mainly includes point","cbCaipy0zrlp3TOd","https://ap.wps.com/l/cbCaipy0zrlp3TOd","pdf",382245,13,"English","# Abstract\n# Introduction\n## Definition and rationale of gamified learning\n## Gamification concept in higher education\n## Research trends and research focuses","[{\"question\":\"What does the bibliometric review analyze about gamified learning in higher education?\",\"answer\":\"It reviews the literature’s publication patterns, key authors and institutions, global geographic distribution, and citation/journal evidence. It also summarizes the current status of publications in this growing domain.\"},{\"question\":\"How does publication activity change over time according to the review?\",\"answer\":\"The review shows a dynamic growth curve from relatively minor activity to a peak in 2021, followed by a leveling-off for the remaining years.\"},{\"question\":\"Which countries are highlighted as leading in the global distribution of studies?\",\"answer\":\"The review emphasizes that the USA and Turkey rank first in global geographic distribution, and they also head the discourse on gamified learning research.\"}]","A Comprehensive Bibliometric Review of Gamified Learning in Higher Education - Review Article | PDF",1792090577,33]