Araştırma Makalesi
BibTex RIS Kaynak Göster

Bibliometric Mapping of Gamification in Education

Yıl 2022, Cilt: 6 Sayı: 2, 50 - 67, 31.12.2022

Öz

This study aims to reveal the research trend in the field of gamification in education with co-authorship, bibliographic matching, collaboration and citation analysis, taking into account variables such as author, publication, keyword, journal, country, university, number of publications and citations. VOSviewer software was used for bibliometric analysis. As a result of the bibliometric analysis, it has been determined that the most effective countries in terms of studies on gamification in education are the USA, Spain and Bulgaria. According to the keyword co-occurrence analysis, it was determined that keywords such as gamification, motivation, game elements and educational innovation came to the fore. The use of gamification in education has some important effects such as motivation, learning success, interaction, competition and innovation. Current research provides the most relevant theoretical contributions from an innovative technique in the field of bibliometric research. In addition, it can be said that the results of the study are not only aimed at the academic community, but also addressed to educators and politicians in order to identify trends in research on gamification in education, design effective policy tools and ultimately improve education and training environments. The results show that research on gamification in education is focused on current developments.

Kaynakça

  • Behl, A., Jayawardena, N., Pereira, V., Islam, N., Del Giudice, M., & Choudrie, J. (2022). Gamification and e-learning for young learners: A systematic literature review, bibliometric analysis, and future research agenda. Technological Forecasting and Social Change, 176, 121445.
  • Borgman, C. L., & Furner, J. (2002). Scholarly communication and bibliometrics. Annual review of information science and technology, 36(1), 2-72.
  • Brunborg, G. S., Mentzoni, R. A., & Frøyland, L. R. (2014). Is video gaming, or video game addiction, associated with depression, academic achievement, heavy episodic drinking, or conduct problems?. Journal of behavioral addictions, 3(1), 27-32.
  • Bunchball. (2016). Gamification 101: an introduction to the use of game dynamics to influence behavior. http://jndglobal.com/wp-content/uploads/2011/05/gamification1011.pdf
  • De-Marcos, L., Domínguez, A., Saenz-de-Navarrete, J., & Pagés, C. (2014). An empirical study comparing gamification and social networking on e-learning. Computers & Education, 75, 82-91.
  • De-Marcos, L., Garcia-Lopez, E., & Garcia-Cabot, A. (2016). On the effectiveness of game-like and social approaches in learning: Comparing educational gaming, gamification & social networking. Computers & Education, 95, 99-113.
  • Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011, September). From game design elements to gamefulness: defining" gamification". In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments (pp. 9-15).
  • Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A systematic mapping study. Journal of Educational Technology & Society, 18(3), 75-88.
  • Gatti, L., Ulrich, M., & Seele, P. (2019). Education for sustainable development through business simulation games: An exploratory study of sustainability gamification and its effects on students’ learning outcomes. Journal of Cleaner Production, 207, 667–678.
  • Hakulinen, L., & Auvinen, T. (2014). The effect of gamification on students with different achievement goal orientations. In 2014 International Conference on Teaching and Learning in Computing and Engineering (LaTiCE). https://doi.org/10.1109/latice.2014.10. IEEE, (pp. 9–16).
  • Hamari, J., & Koivisto, J. (2015). “Working out for likes”: An empirical study on social influence in exercise gamification. Computers in Human Behavior, 50, 333-347.
  • Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? - A literature review of empirical studies on gamification. Proceedings of the Annual Hawaii International Conference on System Sciences, 3025–3034,. https://doi.org/10.1109/HICSS.2014.377
  • Ibanez, M. B., Di-Serio, A., & Delgado-Kloos, C. (2014). Gamification for engaging computer science students in learning activities: A case study. IEEE Transactions on learning technologies, 7(3), 291-301.
  • Kalogiannakis, M., Papadakis, S., & Zourmpakis, A. I. (2021). Gamification in science education. A systematic review of the literature. Education Sciences, 11(1), 22.
  • Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. John Wiley & Sons.
  • Klock, A.C.T.; Ogawa, A.N.; Gasparini, I.; Pimenta, M.S. Does Gamification Matter: A Systematic Mapping about the Evaluation of Gamification in Educational Environments. In Proceedings of the ACM Symposium on Applied Computing; Association for Computing Machinery: New York, NY, USA, 2018; Volume 7, pp. 2006–2012.
  • Knutas, A., Ikonen, J., Maggiorini, D., Ripamonti, L., & Porras, J. (2014). Creating software engineering student interaction profiles for discovering gamification approaches to improve collaboration. In Proceedings of the 15th international conference on computer systems and technologies (pp. 378–385). New York, NY: ACM.
  • Landers, R. N. (2014). Developing a theory of gamified learning: Linking serious games and gamification of learning. Simulation & gaming, 45(6), 752-768.
  • Landers, R. N., & Callan, R. C. (2011). Casual social games as serious games: The psychology of gamification in undergraduate education and employee training. In Serious games and edutainment applications (pp. 399-423). Springer, London.
  • Lumsden, J., Edwards, E. A., Lawrence, N. S., Coyle, D., & Munafò, M. R. (2016). Gamification of cognitive assessment and cognitive training: a systematic review of applications and efficacy. JMIR serious games, 4(2), e5888.
  • Manzano-León, A., Camacho-Lazarraga, P., Guerrero, M. A., Guerrero-Puerta, L., Aguilar-Parra, J. M., Trigueros, R., & Alias, A. (2021). Between level up and game over: A systematic literature review of gamification in education. Sustainability, 13(4), 2247.
  • Mayer, R. E. (2005). The Cambridge handbook of multimedia learning. Cambridge university press.
  • Muntean, C. I. (2011, October). Raising engagement in e-learning through gamification. In Proc. 6th international conference on virtual learning ICVL (Vol. 1, pp. 323-329).
  • Ortiz-Rojas, M., Chiluiza, K., & Valcke, M. (2017). Gamification and Learning Performance: A Systematic Review of the Literature. European Conference on Games Based Learning. https://www.proquest.com/openview/e88cc51e3bc6c29b694a9a4851f520ce/1?cbl=396495&pq-origsite=gscholar
  • Sicart, M. (2008). Defining game mechanics. Game studies, 8(2), 1-14.
  • Simões, J., Redondo, R. D., & Vilas, A. F. (2013). A social gamification framework for a K-6 learning platform. Computers in Human Behavior, 29(2), 345-353.
  • Smiderle, R., Marques, L., M., C.J.A.P.D., Rigo, S., Jaques, P. (2019). Studying the impact of gamification on learning and engagement of introverted and extroverted students. In 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT). https://doi.org/10.1109/icalt.2019.00023. IEEE.
  • Su, C. H., & Cheng, C. H. (2015). A mobile gamification learning system for improving the learning motivation and achievements. Journal of Computer Assisted Learning, 31(3), 268-286.
  • Subhash, S., & Cudney, E. A. (2018). Gamified learning in higher education: A systematic review of the literature. Computers in Human Behavior, 87, 192–206. https://doi.org/10.1016/j.chb.2018.05.028
  • Torres-Toukoumidis, A., Carrera, P., Balcazar, I., & Balcazar, G. (2021). Descriptive study of motivation in gamification experiences from higher education: systematic review of scientific literature. Universal Journal of Educational Research, 9(4), 727-733.
  • Tvarozek, J., & Brza, T. (2014). Engaging students in online courses through interactive badges. In 2014 International Conference on e-Learning, September 2014, Spain. https://pdfs.semanticscholar.org/fe68/5176c8d4bf7f6507f3870815f56a65097c89.pdf, (pp. 89–95).
  • Van Eck N.J., & Waltman L. (2014) Visualizing Bibliometric Networks. In: Ding Y., Rousseau R., Wolfram D. (eds) Measuring Scholarly Impact. Springer, Cham. https://doi.org/10.1007/978-3-319-10377-8_13
  • Van Eck, N. J., & Waltman, L. (2020). VOSviewer Manual: Manual for VOSviewer version 1.6. 15. Leiden: Centre for Science and Technology Studies (CWTS) of Leiden University.
  • Yang, K., & Lee, J. (2013). Bibliometric approach to research assessment: Publication count, citation count, & author rank. Journal of information science theory and practice, 1(1), 27-41.
  • Yaşar, R. Ş., & Alkan, G. (2019). Muhasebe eğitiminde oyunlaştirma: dijital oyun tabanli öğrenme. Journal of Accounting and Taxation Studies, 12(2), 331-352.
  • Yildiz, İ., Topçu, E., & Kaymakci, S. (2021). The effect of gamification on motivation in the education of pre-service social studies teachers. Thinking Skills and Creativity, 42, 100907.
  • Zainuddin, Z., Chu, S. K. W., Shujahat, M., & Perera, C. J. (2020). The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review, 30, 100326. https://doi.org/10.1016/j.edurev.2020.100326

Eğitimde Oyunlaştırmanın Bibliyometrik Haritalandırılması

Yıl 2022, Cilt: 6 Sayı: 2, 50 - 67, 31.12.2022

Öz

Bu çalışma, yazar, yayın, anahtar kelime, dergi, ülke, üniversite, yayın ve atıf sayısı gibi değişkenler dikkate alınarak ortak yazarlık, bibliyografik eşleşme, birlikte çalışma ve atıf analizleri ile eğitimde oyunlaştırma alanındaki araştırma eğilimini ortaya koymayı amaçlamaktadır. Bibliyometrik analiz için VOSviewer yazılımı kullanılmıştır. Bibliyometrik analiz sonucunda eğitimde oyunlaştırma alanına ilişkin yapılan çalışmalar açısından en etkili ülkelerin ABD, İspanya ve Bulgaristan olduğu belirlenmiştir. Anahtar kelime eş oluşum analizine göre gamification, motivation, game elements ve educational innovation gibi anahtar kelimelerin öne çıktığı belirlenmiştir. Eğitimde oyunlaştırmanın kullanılması motivasyon, öğrenme başarısı, etkileşim, rekabet ve inovasyon gibi bazı önemli etkileridir. Mevcut araştırma, bibliyometrik araştırmalar alanında yenilikçi bir teknikten en alakalı teorik katkıları sağlar. Ek olarak çalışmanın sonuçları yalnızca akademik topluluğa yönelik olmayıp, aynı zamanda eğitimde oyunlaştırma konulu araştırmaların eğilimlerinin belirlenmesi, etkili politika araçları tasarlanması ve nihayetinde eğitim ve öğretim ortamlarının iyileştirilmesi amacıyla eğitimcilere ve politikacılara da hitap ettiği söylenebilir. Sonuç olarak eğitimde oyunlaştırma ilgili araştırmalarının güncel gelişmeler odağında ele alındığını göstermektedir.

Kaynakça

  • Behl, A., Jayawardena, N., Pereira, V., Islam, N., Del Giudice, M., & Choudrie, J. (2022). Gamification and e-learning for young learners: A systematic literature review, bibliometric analysis, and future research agenda. Technological Forecasting and Social Change, 176, 121445.
  • Borgman, C. L., & Furner, J. (2002). Scholarly communication and bibliometrics. Annual review of information science and technology, 36(1), 2-72.
  • Brunborg, G. S., Mentzoni, R. A., & Frøyland, L. R. (2014). Is video gaming, or video game addiction, associated with depression, academic achievement, heavy episodic drinking, or conduct problems?. Journal of behavioral addictions, 3(1), 27-32.
  • Bunchball. (2016). Gamification 101: an introduction to the use of game dynamics to influence behavior. http://jndglobal.com/wp-content/uploads/2011/05/gamification1011.pdf
  • De-Marcos, L., Domínguez, A., Saenz-de-Navarrete, J., & Pagés, C. (2014). An empirical study comparing gamification and social networking on e-learning. Computers & Education, 75, 82-91.
  • De-Marcos, L., Garcia-Lopez, E., & Garcia-Cabot, A. (2016). On the effectiveness of game-like and social approaches in learning: Comparing educational gaming, gamification & social networking. Computers & Education, 95, 99-113.
  • Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011, September). From game design elements to gamefulness: defining" gamification". In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments (pp. 9-15).
  • Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A systematic mapping study. Journal of Educational Technology & Society, 18(3), 75-88.
  • Gatti, L., Ulrich, M., & Seele, P. (2019). Education for sustainable development through business simulation games: An exploratory study of sustainability gamification and its effects on students’ learning outcomes. Journal of Cleaner Production, 207, 667–678.
  • Hakulinen, L., & Auvinen, T. (2014). The effect of gamification on students with different achievement goal orientations. In 2014 International Conference on Teaching and Learning in Computing and Engineering (LaTiCE). https://doi.org/10.1109/latice.2014.10. IEEE, (pp. 9–16).
  • Hamari, J., & Koivisto, J. (2015). “Working out for likes”: An empirical study on social influence in exercise gamification. Computers in Human Behavior, 50, 333-347.
  • Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? - A literature review of empirical studies on gamification. Proceedings of the Annual Hawaii International Conference on System Sciences, 3025–3034,. https://doi.org/10.1109/HICSS.2014.377
  • Ibanez, M. B., Di-Serio, A., & Delgado-Kloos, C. (2014). Gamification for engaging computer science students in learning activities: A case study. IEEE Transactions on learning technologies, 7(3), 291-301.
  • Kalogiannakis, M., Papadakis, S., & Zourmpakis, A. I. (2021). Gamification in science education. A systematic review of the literature. Education Sciences, 11(1), 22.
  • Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. John Wiley & Sons.
  • Klock, A.C.T.; Ogawa, A.N.; Gasparini, I.; Pimenta, M.S. Does Gamification Matter: A Systematic Mapping about the Evaluation of Gamification in Educational Environments. In Proceedings of the ACM Symposium on Applied Computing; Association for Computing Machinery: New York, NY, USA, 2018; Volume 7, pp. 2006–2012.
  • Knutas, A., Ikonen, J., Maggiorini, D., Ripamonti, L., & Porras, J. (2014). Creating software engineering student interaction profiles for discovering gamification approaches to improve collaboration. In Proceedings of the 15th international conference on computer systems and technologies (pp. 378–385). New York, NY: ACM.
  • Landers, R. N. (2014). Developing a theory of gamified learning: Linking serious games and gamification of learning. Simulation & gaming, 45(6), 752-768.
  • Landers, R. N., & Callan, R. C. (2011). Casual social games as serious games: The psychology of gamification in undergraduate education and employee training. In Serious games and edutainment applications (pp. 399-423). Springer, London.
  • Lumsden, J., Edwards, E. A., Lawrence, N. S., Coyle, D., & Munafò, M. R. (2016). Gamification of cognitive assessment and cognitive training: a systematic review of applications and efficacy. JMIR serious games, 4(2), e5888.
  • Manzano-León, A., Camacho-Lazarraga, P., Guerrero, M. A., Guerrero-Puerta, L., Aguilar-Parra, J. M., Trigueros, R., & Alias, A. (2021). Between level up and game over: A systematic literature review of gamification in education. Sustainability, 13(4), 2247.
  • Mayer, R. E. (2005). The Cambridge handbook of multimedia learning. Cambridge university press.
  • Muntean, C. I. (2011, October). Raising engagement in e-learning through gamification. In Proc. 6th international conference on virtual learning ICVL (Vol. 1, pp. 323-329).
  • Ortiz-Rojas, M., Chiluiza, K., & Valcke, M. (2017). Gamification and Learning Performance: A Systematic Review of the Literature. European Conference on Games Based Learning. https://www.proquest.com/openview/e88cc51e3bc6c29b694a9a4851f520ce/1?cbl=396495&pq-origsite=gscholar
  • Sicart, M. (2008). Defining game mechanics. Game studies, 8(2), 1-14.
  • Simões, J., Redondo, R. D., & Vilas, A. F. (2013). A social gamification framework for a K-6 learning platform. Computers in Human Behavior, 29(2), 345-353.
  • Smiderle, R., Marques, L., M., C.J.A.P.D., Rigo, S., Jaques, P. (2019). Studying the impact of gamification on learning and engagement of introverted and extroverted students. In 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT). https://doi.org/10.1109/icalt.2019.00023. IEEE.
  • Su, C. H., & Cheng, C. H. (2015). A mobile gamification learning system for improving the learning motivation and achievements. Journal of Computer Assisted Learning, 31(3), 268-286.
  • Subhash, S., & Cudney, E. A. (2018). Gamified learning in higher education: A systematic review of the literature. Computers in Human Behavior, 87, 192–206. https://doi.org/10.1016/j.chb.2018.05.028
  • Torres-Toukoumidis, A., Carrera, P., Balcazar, I., & Balcazar, G. (2021). Descriptive study of motivation in gamification experiences from higher education: systematic review of scientific literature. Universal Journal of Educational Research, 9(4), 727-733.
  • Tvarozek, J., & Brza, T. (2014). Engaging students in online courses through interactive badges. In 2014 International Conference on e-Learning, September 2014, Spain. https://pdfs.semanticscholar.org/fe68/5176c8d4bf7f6507f3870815f56a65097c89.pdf, (pp. 89–95).
  • Van Eck N.J., & Waltman L. (2014) Visualizing Bibliometric Networks. In: Ding Y., Rousseau R., Wolfram D. (eds) Measuring Scholarly Impact. Springer, Cham. https://doi.org/10.1007/978-3-319-10377-8_13
  • Van Eck, N. J., & Waltman, L. (2020). VOSviewer Manual: Manual for VOSviewer version 1.6. 15. Leiden: Centre for Science and Technology Studies (CWTS) of Leiden University.
  • Yang, K., & Lee, J. (2013). Bibliometric approach to research assessment: Publication count, citation count, & author rank. Journal of information science theory and practice, 1(1), 27-41.
  • Yaşar, R. Ş., & Alkan, G. (2019). Muhasebe eğitiminde oyunlaştirma: dijital oyun tabanli öğrenme. Journal of Accounting and Taxation Studies, 12(2), 331-352.
  • Yildiz, İ., Topçu, E., & Kaymakci, S. (2021). The effect of gamification on motivation in the education of pre-service social studies teachers. Thinking Skills and Creativity, 42, 100907.
  • Zainuddin, Z., Chu, S. K. W., Shujahat, M., & Perera, C. J. (2020). The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review, 30, 100326. https://doi.org/10.1016/j.edurev.2020.100326
Toplam 37 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm ARALIK 2022_6(2)
Yazarlar

Melih Dikmen 0000-0001-7015-6236

Ferdi Bahadır 0000-0002-4777-4762

Yayımlanma Tarihi 31 Aralık 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 6 Sayı: 2

Kaynak Göster

APA Dikmen, M., & Bahadır, F. (2022). Bibliometric Mapping of Gamification in Education. Eğitim Yansımaları, 6(2), 50-67.

13296132971329813302133031331114445ESJIndex_logo.png SOBIAD

http://dergipark.org.tr