Global Trends and Research Frontiers in Game-Based Learning: A 2009 – 2025 Bibliometric Perspective

Abstract

Game-Based Learning (GBL) has emerged as a transformative educational approach, reshaping teaching and learning through interactive and student-centred strategies. This study presents a comprehensive bibliometric analysis of global GBL research published between 2009 and 2025, using the Scopus database and guided by modified Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocols. Advanced tools such as biblioMagika® for bibliometric indicators, OpenRefine for data cleaning and harmonisation, and VOSviewer for visualising research networks were employed to map scholarly patterns and knowledge structures. The analysis highlights significant and sustained growth in GBL research, as reflected in an h-index of 37, a g-index of 57, an m-index of 2.176, and a collaboration rate of 3.48 authors per paper, confirming both the maturity and international scope of the field. Following this, leading contributors include the United States, Malaysia, Spain, Finland, and Taiwan, with top publishing outlets such as Sustainability (Switzerland), International Journal of Emerging Technologies in Learning, and Computers and Education. Meanwhile, co-occurrence mapping revealed three pivotal research frontiers: the design of interactive digital environments for conceptual understanding and problem-solving, the integration of gamification elements to boost engagement, and the exploration of motivational and cognitive factors underpinning effective game-mediated learning. Overall, this study provides a global perspective on GBL’s evolution and impact, offering critical insights to guide educators, researchers, and policymakers in embedding game-based approaches to strengthen student engagement and drive future educational innovation.