GAMIFICATION IN FOREIGN LANGUAGE LEARNING: A BIBLIOMETRIC REVIEW
DOI:
https://doi.org/10.35631/IJMOE.829007Keywords:
Digital, Foreign Language, Gamification, Language LearningAbstract
Gamification has emerged as an innovative pedagogical approach in foreign language learning, enhancing learner engagement, motivation, and outcomes. This study conducts a bibliometric analysis to map the intellectual structure and research landscape of gamification in this domain. Data were retrieved from the Scopus database using the keywords gamification, teaching, learning, and language, yielding 1,239 documents refined through OpenRefine for accuracy. Scopus Analyzer provided insights into publication output, sources, citations, and contributing countries, while VOSviewer visualized co-authorship, keyword co-occurrence, and citation networks. Findings indicate a steady growth in research between 2015 and 2025, with a marked surge after 2018 and a peak in 2024. Spain, the United States, Indonesia, and Malaysia are identified as leading contributors, representing both established and emerging research hubs. Keyword analysis revealed seven thematic clusters encompassing gamification, e-learning, motivation, and language acquisition, alongside emerging areas such as artificial intelligence, virtual reality, and digital storytelling. Highly cited studies focused on systematic reviews, Duolingo, and gamified tools like Kahoot. Overall, the study highlights gamification as a rapidly expanding, interdisciplinary field and provides an overview of key publication trends and thematic directions to inform future research and pedagogical practice in language education.
Downloads
References
Al-Khoury, A., Hussein, S. A., Abdulwhab, M., Aljuboori, Z. M., Haddad, H., Ali, M. A., Abed, I. A., & Flayyih, H. H. (2022). Intellectual Capital History and Trends: A Bibliometric Analysis Using Scopus Database. Sustainability (Switzerland), 14(18). https://doi.org/10.3390/su141811615
Alenazi, M. H. (2025). Gamification in ELT: Investigating Its Impact on Motivation and Language Learning Outcomes. Theory and Practice in Language Studies, 15(8), 2584–2591. https://doi.org/10.17507/tpls.1508.15
Ali, R., & Abdalgane, M. (2022). The Impact of Gamification “Kahoot App” in Teaching English for Academic Purposes. World Journal of English Language, 12(7), 18–27. https://doi.org/10.5430/wjel.v12n7p18
Alves, J. L., Borges, I. B., & De Nadae, J. (2021). Sustainability in complex projects of civil construction: Bibliometric and bibliographic review. Gestao e Producao, 28(4). https://doi.org/10.1590/1806-9649-2020v28e5389
Appio, F. P., Cesaroni, F., & Di Minin, A. (2014). Visualizing the structure and bridges of the intellectual property management and strategy literature: a document co-citation analysis. Scientometrics, 101(1), 623–661. https://doi.org/10.1007/s11192-014-1329-0
Assyakur, D. S., & Rosa, E. M. (2022). Spiritual Leadership in Healthcare: A Bibliometric Analysis. Jurnal Aisyah : Jurnal Ilmu Kesehatan, 7(2). https://doi.org/10.30604/jika.v7i2.914
Batlle Rodríguez, J., & Vicenta González Argüello, M. (2023). Gamification and learning Spanish as a modern language: student perceptions in the university context. Language Learning in Higher Education, 13(1), 89–103. https://doi.org/10.1515/cercles-2023-2016
Cuello, V. P. G., Corredor, B. Y. A., Aranguren, R. L. C., Martelo, C. A. S., & Vanegas, J. A. B. (2024). Gamification in the Learning Process of English Vocabulary. In C. Montenegro, A. Rocha, & C. L. J. M (Eds.), Lecture Notes in Networks and Systems (Vol. 773, pp. 265–281).
Springer Science and Business Media Deutschland GmbH. https://doi.org/10.1007/978-3-031-44131-8_27
Darejeh, A., & Salim, S. S. (2016). Gamification Solutions to Enhance Software User Engagement—A Systematic Review. International Journal of Human-Computer Interaction, 32(8), 613–642. https://doi.org/10.1080/10447318.2016.1183330
Davardan, F., & Taghizadeh, M. (2025). Navigating Gamification in Language Education: Analyzing the Experiences of MA TEFL Students. 2025 12th International and the 18th National Conference on E-Learning and e-Teaching, ICeLeT 2025. https://doi.org/10.1109/ICeLeT66022.2025.11025326
Dehghanzadeh, H., Fardanesh, H., Hatami, J., Talaee, E., & Noroozi, O. (2021). Using gamification to support learning English as a second language: a systematic review. Computer Assisted Language Learning, 34(7), 934–957. https://doi.org/10.1080/09588221.2019.1648298
di Stefano, G., Peteraf, M., & Veronay, G. (2010). Dynamic capabilities deconstructed: A bibliographic investigation into the origins, development, and future directions of the research domain. Industrial and Corporate Change, 19(4), 1187–1204. https://doi.org/10.1093/icc/dtq027
Fahimnia, B., Sarkis, J., & Davarzani, H. (2015). Green supply chain management: A review and bibliometric analysis. In International Journal of Production Economics (Vol. 162, pp. 101–114). https://doi.org/10.1016/j.ijpe.2015.01.003
Figueroa-Flores, J. F. (2015). Using Gamification to enhance second language learning. Digital Education Review, 27, 32–54. htt ps://www.scopus.com/inward/record.uri?eid=2-s2.0-84937509244&partnerID=40&md5=028b796bd3633cd7e78c1c997388bf0d
Gu, D., Li, T., Wang, X., Yang, X., & Yu, Z. (2019). Visualizing the intellectual structure and evolution of electronic health and telemedicine research. International Journal of Medical Informatics, 130. https://doi.org/10.1016/j.ijmedinf.2019.08.007
Hung, H.-T. (2017). Clickers in the flipped classroom: bring your own device (BYOD) to promote student learning. Interactive Learning Environments, 25(8), 983–995. https://doi.org/10.1080/10494820.2016.1240090
Khiste, G. P., & Paithankar, R. R. (2017). Analysis of Bibliometric term in Scopus. International Research Journal, 01(32), 78–83.
Lin, D. T. A., Ganapathy, M., & Manjet, M. (2018). Kahoot! It: Gamification in higher education. Pertanika Journal of Social Sciences and Humanities, 26(1), 565–582. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85045525024&partnerID=40&md5=2f289beb827fad108109309ed6388c45
Loewen, S., Crowther, D., Isbell, D. R., Kim, K. M., Maloney, J., Miller, Z. F., & Rawal, H. (2019). Mobile-assisted language learning: A Duolingo case study. ReCALL, 31(3), 293–311. https://doi.org/10.1017/S0958344019000065
Luo, Z. (2023). The Effectiveness of Gamified Tools for Foreign Language Learning (FLL): A Systematic Review. Behavioral Sciences, 13(4). https://doi.org/10.3390/bs13040331
Plappert, M., Mandery, C., & Asfour, T. (2016). The KIT Motion-Language Dataset. Big Data, 4(4), 236–252. https://doi.org/10.1089/big.2016.0028
Rachels, J. R., & Rockinson-Szapkiw, A. J. (2018). The effects of a mobile gamification app on elementary students’ Spanish achievement and self-efficacy. Computer Assisted Language Learning, 31(1–2), 72–89. https://doi.org/10.1080/09588221.2017.1382536
Shortt, M., Tilak, S., Kuznetcova, I., Martens, B., & Akinkuolie, B. (2023). Gamification in mobile-assisted language learning: a systematic review of Duolingo literature from public release of 2012 to early 2020. Computer Assisted Language Learning, 36(3), 517–554. https://doi.org/10.1080/09588221.2021.1933540
Stošić, L., & Guillén-Gámez, F. D. (2024). The potential of IT tools in foreign language acquisition: A comparative assessment. Training, Language and Culture, 8(4), 95–108. https://doi.org/10.22363/2521-442X-2024-8-4-95-108
Tamayo, M. R., Cajas, D., & Sotomayor, D. D. (2023). Using Gamification to Develop Vocabulary and Grammar Among A1 Level of English Students: A Quasi-Experimental Design. In M. Botto-Tobar, Z. V. M, M. L. S, P. Torres-Carrión, & B. Durakovic (Eds.), Communications in Computer and Information Science: Vol. 1757 CCIS (pp. 177–190). Springer Science and Business Media Deutschland GmbH. https://doi.org/10.1007/978-3-031-24978-5_16
van Eck, N. J., & Waltman, L. (2010). Software survey: VOSviewer, a computer program for bibliometric mapping. Scientometrics, 84(2), 523–538. https://doi.org/10.1007/s11192-009-0146-3
van Eck, N. J., & Waltman, L. (2017). Citation-based clustering of publications using CitNetExplorer and VOSviewer. Scientometrics, 111(2), 1053–1070. https://doi.org/10.1007/s11192-017-2300-7
Van Eck, N. J., & Waltman, L. (2007). Bibliometric mapping of the computational intelligence field. International Journal of Uncertainty, Fuzziness and Knowldege-Based Systems, 15(5), 625–645. https://doi.org/10.1142/S0218488507004911
Verbeek, A., Debackere, K., Luwel, M., & Zimmermann, E. (2002). Measuring progress and evolution in science and technology - I: The multiple uses of bibliometric indicators. International Journal of Management Reviews, 4(2), 179–211. https://doi.org/10.1111/1468-2370.00083
Wu, Y. C. J., & Wu, T. (2017). A decade of entrepreneurship education in the Asia Pacific for future directions in theory and practice. In Management Decision (Vol. 55, Issue 7, pp. 1333–1350). https://doi.org/10.1108/MD-05-2017-0518
Zarzycka-Piskorz, E. (2016). Kahoot it or not?: Can games be motivating in learning grammar? Teaching English with Technology, 16(3), 17–36. https://www.scopus.com/inward/record.uri?eid=2-s2.0-84994613839&partnerID=40&md5=466a2f8b739c98e1e69155430bfde0be
Zhang, S., & Hasim, Z. (2023). Gamification in EFL/ESL instruction: A systematic review of empirical research. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1030790
Zhihao, Z., & Zhonggen, Y. (2022). The Impact of Gamification on the Time-Limited Writing Performance of English Majors. Education Research International, 2022. https://doi.org/10.1155/2022/4650166
Zhou, Y., & Wei, M. (2024). Gamification and language learning: Perspectives from learners. In Technology-Mediated Language Learning and Teaching (pp. 334–366). IGI Global. https://doi.org/10.4018/979-8-3693-2687-9.ch012
