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does the bibliometric analysis cover in teacher training and education?","Question",{"text":63,"@type":64},"It examines the impact and trends of gamification and game-based learning (GBL), including publication output, influential authors and venues, keyword patterns, and emerging research areas in teacher training and education.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What major trends were identified from 2005 to 2024?",{"text":68,"@type":64},"The study found significant growth in gamification and GBL research, with a notable increase in 2024 and a strong emphasis on keywords such as gamification, GBL, motivation, and engagement.",{"name":70,"@type":61,"acceptedAnswer":71},"What challenges or barriers limit the use of gamification and GBL in teacher training?",{"text":72,"@type":64},"Challenges include inadequate teacher training, resistance to change, and unclear distinctions between gamification and GBL, which can hinder effective 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On: A bibliometric analysis ofgamification and gamebased learning in teacher training and education  \nAmani Khalaf Hamdan Alghamdi 1*  \n 0000-0002-8500-0266  \nShakil Ahmed 1  \n 0000-0001-5511-0598  \nSafiqur Rahaman 2  \n 0000-0003-1367-2618  \n1 Imam Abdulrahman Bin Faisal University, Dammam, SAUDI ARABIA  \n2 University of North Bengal, Siliguri, INDIA  \n* Corresponding author: [akhalghamdi@iau.edu.sa](akhalghamdi@iau.edu.sa)  \nCitation: Alghamdi, A. K. H., Ahmed, S., & Rahaman, S. (2026) . Game On: A bibliometric analysis of gamification and gamebased learning in teacher training and education. Contemporary Educational Technology, 18(1), ep632 .  \n[https://doi.org/10.30935/cedtech/17953](https://doi.org/10.30935/cedtech/17953)  \nARTICLE INFO ABSTRACT  \n\n| Received: 5 Oct 2025\u003Cbr>Accepted: 1 Jan 2026 | A comprehensive bibliometric analysis was used to discern the impact and trends of gamification and game-based learning (GBL) in teacher training and education. Examining scholarly output from 2005 to 2024 (610 papers, 1,821 authors, and 4,461 citations) revealed key trends, prolific authors, influential publications and venues, and emerging research areas. The study assessed the growth of publications, frequency of keywords, and geographical distribution of research. Results reveal significant growth in gamification and GBL research with a notable increase in 2024, marked by 68 publications (a 3,300% increase from 2005), and a focus on gamification, GBL, motivation, and engagement as keywords. Most research originated from Spain, the USA, and Italy. Four universities generated most (40%) of the scholarship. Two authors stand out with 82 citations each and a remarkable average of 20.50 citations per publication. Francesca Pozzi was the most prolific author with five publications. Education Sciences was the most relevant journal with 21 papers. Integrating gamification and GBL into educational practices, supported by appropriate resources and teacher training, enhances learner outcomes and improves student motivation, engagement, and academic performance. However, challenges and barriers exist, especially inadequate teacher training, change resistance, and unclear distinctions between gamification and GBL. The research landscape to date inspires future research about factors conducive to effective and sustained impact of teacher preparation for gamified learning environments.\u003Cbr>Keywords: gamification, game-based learning, teacher training, educational technology, learning outcomes |\n| --- | --- |\n| INTRODUCTION |  |\n\nRecently, gamification and game-based learning (GBL) have garnered significant attention in educational research, particularly in teacher training and education. Gamification uses game elements in nongame contexts (including classrooms) such as points, reward systems, levels, badges, and leaderboards (scoreboards) (Dahalan et al., 2024) . In contrast, GBL applies actual games to educational settings. This difference emphasizes their distinct but complementary roles (Al Fatta et al., 2018) . GBL uses games to teach complex subjects and achieve educational objectives by providing immersive, experiential, and interactive learning opportunities. Games can be in the form of board games, videos, simulations, puzzles, scenarios, online roleplaying, and apps (Fernando & Premadasa, 2024; Pineda-Martínez et al., 2023) .  \nThis paper explores gamification and GBL in teacher education programs that have traditionally relied heavily on lecture-based instruction and the transfer of theoretical knowledge. Although effective to some extent, these methods often fail to engage trainee teachers fully or equip them with the practical skills needed in diverse classroom environments. Traditional teacher training programs usually fall short of preparing teachers for the complexities of the modern classroom. Concurrently, th","cbCaikM2tPb5jY2b","https://ap.wps.com/l/cbCaikM2tPb5jY2b","pdf",500385,"English","# Abstract\n# Introduction","[{\"question\":\"What does the bibliometric analysis cover in teacher training and education?\",\"answer\":\"It examines the impact and trends of gamification and game-based learning (GBL), including publication output, influential authors and venues, keyword patterns, and emerging research areas in teacher training and education.\"},{\"question\":\"What major trends were identified from 2005 to 2024?\",\"answer\":\"The study found significant growth in gamification and GBL research, with a notable increase in 2024 and a strong emphasis on keywords such as gamification, GBL, motivation, and engagement.\"},{\"question\":\"What challenges or barriers limit the use of gamification and GBL in teacher training?\",\"answer\":\"Challenges include inadequate teacher training, resistance to change, and unclear distinctions between gamification and GBL, which can hinder effective implementation.\"}]","Game On - A bibliometric analysis of gamification and game-based learning in teacher training and education | PDF",1792090859]