INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI November 2025| Special Issue on

Gamifying Primary Education in the 21st Century:AScopus-Based

Bibliometric Review (2017–2025)

Ahmad Fadzli Nizam Abdul Rahman^1,2*, Marliza Ramly^1*, Nor Mas Aina Md. Bohari¹, Hidayah

Rahmalan¹, Muhammad Syahrul Azhar Sani¹, Wan Mohd Yaakob Wan Bejuri², Zuraida Abal Abas²,

Wan Nurul Najihah Mohamad Sabri³

¹Faculty of Information and Communication Technology, Universiti Teknikal Malaysia Melaka,

Hang Tuah Jaya, 76100 Melaka, Malaysia.

²OptiMAS Research Group, Centre of Advanced Computing Technology (C-ACT), Universiti Teknikal

Malaysia Melaka, Hang Tuah Jaya, 76100 Melaka, Malaysia.

³One Stop Solution, 3-3, PV7, Taman Melati Utama, 53100 Kuala Lumpur, Malaysia

*Corresponding Authors

DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0704

Received: 18 November 2025; Accepted: 23 November 2025; Published: 01 December 2025

ABSTRACT

Gamification has emerged as a significant pedagogical approach in 21st-century education, offering innovative

strategies to enhance motivation, engagement, and learning outcomes in primary schools. Despite its growing

application, research on gamification in primary education remains fragmented, requiring systematic synthesis

to identify prevailing trends and gaps. This paper presents a bibliometric review of studies on gamification in

primary education published between 2017 and the present, using the Scopus database as the primary source.

Bibliographic records were retrieved, screened, and analyzed using the Scopus Analyzer to examine publication

trends, document types, source outlets, author contributions, institutional affiliations, and country-level

distributions. The findings reveal a steady increase in publications, with peaks corresponding to the rise of digital

and remote learning during the COVID-19 pandemic. Results also indicate that most research emphasizes

gamification as a tool for improving motivation and engagement, particularly in STEM and literacy education.

However, the literatures highlights challenges such as teacher readiness, equity issues, and the risk of over-

reliance on extrinsic rewards. This review concludes that while gamification shows strong potential in primary

education, further research is needed to explore long-term impacts, inclusive practices, and integration with

emerging technologies.

Keywords: Gamification, Primary Education, Student Motivation, Educational Technology, Engagement, 21st-

Century Learning

INTRODUCTION

The concept of gamification which is the integration of game-design elements into non-game contexts has gained

extensive traction in education, driven by its capacity to enhance motivation, engagement, and learning outcomes

(Deterding et al., 2011; Kapp, 2012; Park & Kim, 2021; Fiuza-Fernandez et al., 2022; Vrcelj et al., 2023). In a

simple explanation, we can state that gamification is the process of applying game elements to non-gaming

elements, and this application has expanded in commerce, health and education (Inocencio, 2018). Gamification

in education refers to the application of elements of game design and game principles in the classroom to increase

student motivation and engagement. Gamification uses mechanics, aesthetics, and thinking from the player's

point of view to engage students and promote learning and problem-solving (Osatuyi et al., 2018; Pal’ová &

Vejačka,2020). Gamification can be used in education at different levels, from primary and secondary schools

to universities and adult education. An analysis of the literature on the use of gamification in education has

shown that it is more common in university education and less common in primary and secondary schools (Vrcelj

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et al., 2023). In the realm of primary education, where our young learners’ attention spans are shorter and the

need for interactive, meaningful engagement is critical, gamified approaches present a promising pedagogical

strategy. Furthermore, the younger generation has been heavily influenced by technology and instant access to

information and often exhibits a lack of motivation and interest in traditional classroom learning (Fiuza-

Fernández et al., 2022). For today’s young learners, often called digital natives, these game-like elements are

not just play; they are powerful motivators that can transform how children experience learning. Imagine a

classroom where solving a mathematics problem earns a digital badge, completing a reading task unlocks a new

level, and teamwork leads to climbing a leaderboard. This practice, widely known as gamification, is

increasingly being adopted in primary education as teachers and schools search for innovative ways to sustain

attention, nurture curiosity, and build foundational skills in the 21st century especially for the digital native.

The rise of gamification in education is no coincidence. As global education systems grapple with challenges of

engagement, motivation, and equity, gamification offers tools that resonate with children's lived experiences in

a digital world. Points, rewards, progress bars, and interactive challenges have been shown to not only stimulate

interest but also enhance learning outcomes when designed thoughtfully. Moreover, the COVID-19 pandemic

accelerated the adoption of digital learning platforms, pushing gamified solutions further into mainstream

primary classrooms worldwide. However, while gamification holds promise, the research landscape is

fragmented. Some studies highlight its ability to improve motivation and academic performance, while others

raise concerns about sustainability, teacher readiness, and over-reliance on extrinsic rewards. This diversity of

findings calls for a systematic review to better understand how gamification is being studied and implemented

in primary education. To address this gap, this paper conducts a bibliometric review of literature published

between 2017 and the present, using the Scopus database and Scopus Analyzer tools. This review paper has two

aims which are: 1) Map the growth and distribution of gamification research in primary education. 2) Identify

leading authors, institutions, and countries that shaping the field. This study provides educators, researchers, and

policymakers with a clearer picture of how gamification has evolved in primary education and what directions

may guide its development in the years to come.

Primary Education

Primary education represents the initial stage of formal schooling, focusing on fundamental skills such as

literacy, numeracy, and social development. While its purpose is globally recognized, the terminology and

structure vary significantly across regions. According to UNESCO (2017), primary education generally covers

children between the ages of 6 and 12, though national systems may extend slightly beyond this range. In Asian

countries, there is considerable variation. For instance, in Malaysia and Singapore, the system is called primary

school and covers six years of education (ages 7–12). In Japan, it is known as shogakko, lasting six years for

children aged 6 to 12. Meanwhile, India often distinguishes between primary school (Grades 1–5) and upper

primary or middle school (Grades 6–8), reflecting a broader categorization (Srivastava, 2020). In Europe, terms

differ by country but align closely with the International Standard Classification of Education (ISCED). For

example, in Germany, the stage is called Grundschule (Grades 1–4, ages 6–10), while in France it is école

primaire (ages 6–11). In South America, particularly Brazil, the stage is referred to as ensino fundamental I

(Grades 1–5, ages 6–10), while in Argentina it is educacion primaria (ages 6–12) (UNESCO, 2017). In Western

countries, the United States typically refers to this stage as elementary school, encompassing Grades 1 through

5 or 6 (ages 6–11), whereas in the United Kingdom, the term primary school is used for Reception through Year

6 (ages 5–11) (OECD, 2020). Similarly, in Australia, the term primary school is used to describe Kindergarten

through Year 6 (ages 5–12), while Canada often distinguishes between elementary school (Grades 1–6) and

junior high thereafter. Despite these variations, the shared purpose of primary education is consistent: to provide

the basic academic foundation, instill learning habits, and develop social and emotional competencies.

Importantly, this stage also serves as a critical period to address educational equity, as it is often compulsory and

universally accessible across most regions (UNESCO, 2017; OECD, 2020).

Theoretical Foundations of Gamification in Education

Gamification is the application of game elements in non-game contexts and has gained recognition as a powerful

pedagogical strategy. Its effectiveness in education is supported by established learning and motivational

theories. Table 1 below shows different game elements that can be applied to the non-game context.

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Table 1. Different Game Elements that can be applied to the non-game context.

Game Element

Points (or XP)

Simple Explanation

Non-Game Example

Numerical rewards given for Earning points in a customer loyalty

completing tasks. program for every dollar spent.

Badges / Achievements

Leaderboards

Visual icons or titles that signal a Earning a "Super Speller" badge after

user has reached a specific completing a unit on a learning app.

milestone or mastered a skill.

Public rankings of users based on A sales team tracking who has the most

their points or achievements, closed deals this month.

fostering competition.

Levels / Progress Bars

Challenges / Quests

Rewards

Visual indicators showing how A progress bar filling up as you complete

close a person is to a goal or to your profile on a new website.

unlocking the next stage.

Framing a task or learning A training manual structured as a "New Hire

objective as a structured mission Quest" with different stages to unlock.

to complete.

Tangible or virtual prizes, like Getting a free item after collecting enough

unlocking a feature, a discount, points (like a frequent flyer program).

or a new avatar.

Gamification, serious games, and game-based learning have emerged as prominent pedagogical approaches,

leveraging game design elements in non-game contexts to enhance engagement and learning outcomes. This

approach is rooted in various theoretical frameworks that explain its effectiveness in fostering motivation and

deeper cognitive processing (Krath et al., 2021). There are several theories that can explain the effectiveness of

gamification in education. Theories such as Flow Theory, Self-Determination Theory, Behaviour Reinforcement

and Goal-Setting Theory provide robust explanations for how gamified elements fulfill psychological needs,

thereby enhancing motivation and engagement in educational settings (Ahmed et al., 2025). Table 2 shows the

comparison of theories on gamification effectiveness in education.

Table 2. Comparison of Theories on Gamification Effectiveness in education

Theory

Key Theorists

Core Concept

Gamification

Design Focus

Mechanism of

Effectiveness

Csikszentmihalyi Optimal

(1990), Shernoff achieved when there is a

experience

Induces a state of

and

Flow Theory

Levels

Challenges:

Designing content and concentration,

deep

immersion

et.al

Whitson

Consoli (2009)

(2003);

&

balance

between

a

to

gradually where the user is

in fully absorbed in the

difficulty to match learning task, making

perceived challenge and

the individual's skill

level.

increase

learner

Immediate

skill. the

intrinsically

activity

Feedback (points, rewarding (autotelic

progress bars) to experience).

help users adjust

performance.

Deci

&

Ryan Focuses on intrinsic

Fulfilling the three

Self-

Autonomy:

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(2000)

motivation

sustained by satisfying learning paths, or motivation

three innate psychological avatar purely

being Choices in tasks, basic needs shifts

Determination

Theory (SDT)

from

external

needs:

Autonomy, customization.

rewards to internal

Competence,

Relatedness.

and Competence:

enjoyment and self-

Badges, points, and regulation, leading

clear progress to deeper learning

indicators (levels). and

long-term

engagement.

Relatedness:

Team challenges,

collaborative

missions,

and

social features.

Skinner (1953, Behavior is a function of

1989)

Directly shapes and

Badges,

Rewards: conditions behavior

Behavior

Reinforcement

Points,

its consequences; it is

and

strengthened by positive Using these as through

reinforcement (rewards) immediate, motivation.

and weakened by positive reinforcers immediate

punishment.

extrinsic

The

reward

for desired learning reinforces the action,

behaviors (e.g., making the student

completing a task, more likely to repeat

answering

correctly).

that behavior.

Locke

Locke & Latham lead

(1968);

Provides

and challenge,

clarity,

and

Goal Setting

Theory

Specific, difficult goals Quests/Missions,

to

higher

Levels,

(1990, 2002); performance than vague

direction.

Bars:

Progress

Schunk & Swartz goals (e.g., "do your Gamified systems Gamification

(1993); best"), provided there is inherently break elements

translate

learning

into

commitment

feedback.

and large

objectives

learning abstract

into objectives

clear, measurable concrete, trackable

sub-goals.

progress, increasing

learner focus and

sustained

effort

toward achieving the

goal.

These theoretical underpinnings are crucial for understanding the mechanisms through which gamification

influences learner behavior and academic achievement (Yang et al., 2023). While a multitude of theories

contribute to the conceptual framework of gamification, many reviews highlight the prominence of motivational

and behavioral theories in explaining its efficacy (Krath et al., 2021). Among these, Self-Determination Theory

frequently appears as a cornerstone, emphasizing the satisfaction of intrinsic psychological needs for autonomy,

competence, and relatedness as drivers of sustained engagement in gamified learning environments (Quba et al.,

2024; Ghoulam et al., 2024; Grey & Gordon, 2022). Self-Determination Theory (SDT) highlights autonomy (the

sense of agency and control over one's actions), competence (the feeling of mastery and effectiveness), and

relatedness (the experience of social connection and belonging) as core drivers of intrinsic motivation (Ryan &

Deci, 2000). All of which can be fostered through gamified elements such as meaningful choices, real-time

feedback, and collaborative challenges. The theory proposes that when these basic needs are satisfied, intrinsic

motivation increases, leading to more meaningful and autonomous learning (Slamet et al., 2024).

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Empirical Applications in Primary Education

Gamification has been applied across multiple primary school subjects, producing encouraging results. In

literacy and language learning, digital storytelling tools and quiz platforms like Kahoot! and Quizizz have been

shown to enhance vocabulary acquisition and reading comprehension (Wen, 2023). He found that gamification

across ESL skills such as listening, speaking, reading, and writing can produced positive outcomes, suggesting

comprehensive applicability in language education. Similarly, Aljraiwi (2019) found that gamified web-based

learning in English significantly improved both academic achievement and creative thinking in primary students.

In science and STEM subjects, gamification has supported inquiry-based learning, with simulations and

challenges fostering curiosity and persistence. In mathematics for example, gamified platforms have

demonstrated improvements in problem-solving and reduced math anxiety among students. Liu (2023) examined

gamification in primary mathematics instruction and reported increased student motivation and subject interest,

especially where individual differentiation was limited in standard classrooms. Similarly, Yan (2023) analyzed

gamified methods in arithmetic and geometry, finding enhanced motivation, understanding, and creative

thinking, albeit noting challenges in design and classroom management. Cunha et al., (2018) evaluated the use

of gamification in third-grade mathematics education. They used Ocatalysis proposed by Yu Kai-Chou

constructs to measure third graders’ experience as gamers. They found that third graders actively collaborated

throughout the process, developing multiple skills and abilities. Sotoz et al (2023) used gamification to

investigate the effect of gamification on students in physical education, and it resulted in an increased motivation

of the learners toward the lesson.

Reported Benefits and Challenges of Gamification

Through these contexts, several recurring benefits of gamification in primary education have been documented.

Zhang (2023) discussed how gamification enhances general learning engagement, presenting it as an innovative

pedagogy that increases enjoyment and accommodates varied learner personalities. Gamification also

encourages children to participate in active learning, where the students themselves will play more roles

compared to teachers (Avdiu, 2019). Second, there is evidence of improved academic performance, with

experimental and quasi-experimental studies showing superior outcomes compared to traditional teaching

(Aljraiwi, 2019). An action research study in Egypt compared badge-based versus leaderboard-based gamified

systems for teaching the circulatory system to 5th graders. Both systems improved cognitive and achievement

motivation, with slight nuances in user preference (Mohammed, Fatemah, & Hassan, 2024). Third, gamification

promotes social interaction and collaboration, as features like leaderboards and team challenges encourage

cooperative learning. Finally, gamification supports differentiated learning, as adaptive systems can tailor

feedback and difficulty levels to individual learners’ needs.

Despite its promise, gamification is not without challenges. The integration of gamification into primary

education presents a multifaceted array of challenges, despite its recognized potential to enhance student

engagement and learning outcomes (López et al., 2023). One significant hurdle involves preventing students

from becoming overly focused on extrinsic rewards, potentially diverting their attention from the core

educational content (Maryana et al., 2024). This over-reliance on external motivators can compromise deep

learning and foster a competitive rather than collaborative environment (Fuchs, 2024). Furthermore, designing

gamified elements that genuinely align with pedagogical objectives and cater to the diverse needs and interests

of all learners proves difficult, often leading to disengagement if not carefully implemented (Hidayat et al., 2023,

Rokhmat et al., 2025). Moreover, an improperly designed gamification framework can inadvertently foster

negative social dynamics among students, including jealousy, resentment, and a reduction in self-esteem among

those who perceive themselves as less successful in the game (Yaşar et al., 2020). These issues highlight the

necessity of careful design to ensure that gamification supports intrinsic motivation and equitable participation

rather than superficial engagement or competitive inequalities (Ferraz et al., 2024). Beyond the pedagogical and

social complexities, the practical implementation of gamification in primary education faces significant

constraints, particularly concerning teacher preparedness and resource availability (Rokhmat et al., 2025).

Recent literature highlights emerging directions for gamification in primary education. The COVID-19

pandemic accelerated the adoption of gamified digital tools, embedding them into hybrid and online classrooms.

Integration with artificial intelligence (AI) is becoming increasingly common, enabling adaptive and

personalized learning pathways. Furthermore, inclusive gamification is gaining attention, particularly in

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designing accessible tools for learners with special educational needs. Notably, teachers often require additional

training to integrate gamification effectively, and there is a risk of overemphasizing extrinsic rewards, which

may reduce long-term intrinsic motivation (Sailer & Homner, 2020). Moreover, issues of equity and digital

access are particularly salient in developing countries, where infrastructure limitations hinder consistent

application. Research is also broadening beyond motivation, examining gamification’s role in supporting

emotional, behavioral, and cognitive engagement which give a more holistic approach to 21st-century learning.

METHODOLOGY

This study adopted a bibliometric review methodology to examine research on gamification in primary education

published between 2017 and 2025. By definition, bibliometrics is the science that studies the nature and course

of a discipline through its publications (Hincapie et al., 2021). A bibliometric approach was chosen as it enables

systematic mapping of publication patterns, author contributions, and emerging themes in a research domain,

providing both quantitative and qualitative insights (Donthu et al., 2021).

Data Source

The Scopus database was selected as the primary source of data due to its extensive coverage of high-quality

peer-reviewed journals and conference proceedings across multiple disciplines. Compared to other indexing

services, Scopus offers broader coverage in education and technology research, and can provide robust citation

data and built-in analytic tools that are particularly suitable for bibliometric studies (Falagas et al., 2008).

Search Strategy

The search was conducted in August 2025 using a combination of keywords and Boolean operators to ensure

comprehensive retrieval of relevant literature. The final search string was:

("gamification in education" OR "game-based learning") AND ("primary education" OR "primary school" OR

"elementary school")

The search was limited to publications from 2017 to 2025, as this period reflects a surge of research interest

following the rapid adoption of digital technologies in classrooms, especially during and after the COVID-19

pandemic. Only articles and conference proceedings written in English were considered, as these represent the

majority of peer-reviewed, internationally accessible works. The search was restricted to the document type

(articles and conference papers), language (English), and time frame (2017–2025). This period was selected to

capture recent developments in gamification research aligned with the rapid integration of digital learning

technologies in primary education.

Inclusion and Exclusion Criteria

The inclusion and exclusion criteria were designed to ensure that the review captured relevant, high-quality

studies. Specifically, only peer-reviewed journal articles and conference papers focusing on the application of

gamification or game-based learning in primary education contexts were included. Publications outside the

2017–2025 range, as well as those not written in English, were excluded to maintain consistency and

comparability of findings. In addition, studies focusing solely on secondary, tertiary, or adult education were

omitted, as the scope of this review is restricted to the primary level.

Analysis

The dataset was then analyzed using Scopus Analyzer, which provides descriptive bibliometric insights into

publication trends, author productivity, source distribution, institutional contributions, and geographical patterns.

Additionally, keyword co-occurrence analysis was conducted to identify research themes and emerging

directions within the field of gamification in primary education.

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Research Procedure

The research followed a systematic process. First, the Scopus search was conducted using the predefined query.

The retrieved records were screened based on the inclusion and exclusion criteria. Next, the filtered dataset was

organized and prepared for analysis. The Scopus Analyzer tool was then employed to examine trends such as

annual publication growth, most productive authors, leading institutions, and country-level distributions. In

addition, keyword co-occurrence analysis was used to identify thematic clusters and emerging topics in

gamification research. Following the guidelines of Donthu et al. (2021), both quantitative metrics and qualitative

synthesis were combined to generate a comprehensive understanding of the field.

RESULTS AND DISCUSSION

The output of the query gives us about 573 documents consisting of conference papers and journal articles

published in Scopus from 2017 to November 2025 and is shown in Figure 1. The publication trends are increasing

steadily, leading to the conclusion that the research area of gamification in education for primary school is

gaining more interest from researchers. There was a slight dip occurred in 2020, likely due to the global impact

of the COVID-19 pandemic, but the volume of publications recovered and continued to rise thereafter.

Documents by year

100

80

60

40

20

0

85

82

67

64

60

59

57

53

46

2017 2018 2019 2020 2021 2022 2023 2024 2025

Year

Figure 1. Bar graph to show the number of articles published from October 2017 to November 2025 in the area

of gamification in education for primary school.

The research output is overwhelmingly dominated by a conference papers (69.6%) as shown in Figure 2 which

significantly outnumber articles (journal publications). This suggests the field prioritizes the rapid dissemination

of findings, likely employing conferences as the primary venue for presenting preliminary results, work in

progress, and novel ideas to quickly solicit specialized peer feedback and establish priority. The process is

generally faster and less rigorous than a full journal article. The primary goal of a conference paper is to ensure

the work is relevant and well-presented for the conference setting. While articles represent a smaller portion of

the total, their presence is crucial, as they typically signify the culmination of mature research that has undergone

a more rigorous and lengthier peer-review process, making them the most authoritative and lasting contributions.

Figure 2. Percentage of documents published during the period based on type

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In term of active researchers in this area of concern is shown as in Table 1 and Figure 3. The researchers represent

institutions across multiple countries, including the USA (North Carolina State University, University of

Wyoming, Indiana University Bloomington), Taiwan (National Yang Ming Chiao Tung University), Macau

(City University of Macau, Macao Polytechnic University), Italy (Università di Trento), and Greece (Democritus

University of Thrace). This demonstrates that the research on gamification in primary education is a globally

active field.

Table 2. List of the 10 most prolific authors in Gamification in Education for Primary School

Author

Scopus

Author ID

Year of

first

Total

H-

Total

Current

affiliation

Country

Publicati inde Citatio

Publicat

ion

on

x

n

1

2

Mott, Bradford

572032317 2012

51

169

663

23

1,810

31,163

North Carolina USA

State University

Hwang, Gwo Jen 720267765 1990

5

94

National Yang Taiwan

Ming

Chiao

Tung University

3

4

5

Lester, James C. 572031796 1995

95

393

12

50

4

9,916

29

University of USA

Wyoming

Choi, Iek Chong 590126589 2024

00

City University Macau

of Macau

Choi,

Chong

Wan 585090789 2022

00

11

5

56

Macao

Macau

Polytechnic

University

6

7

8

Gini, Federica

578963044 2023

00

23

4

62

Università

Trento

di Italy

Glazewski,

Krista D.

244362078 2003

00

108

287

21

45

1,852

12,667

NC

University

State USA

USA

Hmelo-Silver,

Cindy E.

650738322 1987

6

Indiana

University

Bloomington

9

Kazanidis,

Ioannis K.

239905305 2007

00

91

41

19

11

1,656

465

Democritus

University

Thrace

Greece

of

10 Lee, Seung Y.

361948694 1999

00

North Carolina USA

State University

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Figure 3. Top ten most prolific authors in Gamification in Education for Primary School

In Figure 4 shown an interesting facts and figures as 40% of the paper’s publication in the area from 2017 to

2025 are coming from Asia continent.

Figure 4. Top 10 countries actively involved in article publication from 2017 to 2025.

Figure 5 illustrates the research output volume of the top affiliations in the field, likely related to the previously

analyzed topic of Gamification in Education. The data clearly shows National Taiwan University of Science and

Technology as the leading institution, with approximately 11 documents. Closely following are National Taiwan

Normal University and Bina Nusantara University, each contributing around 9 documents. The remaining

institutions, including the University of Patras, Universidad de Castilla-La Mancha, Universiti Kebangsaan

Malaysia, Tampere University, National University of Tainan Taiwan, and Universidad Rey Juan Carlos, show

document counts clustered between 7 and 8. NC State University rounds out the top ten with around 6 documents.

The chart highlights the global nature of this research, with high-contributing institutions spread across Asia

(Taiwan, Indonesia, Malaysia) and Europe (Greece, Spain, Finland), but emphasizes the strong leadership role

played by institutions in Taiwan.

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Figure 5. Top 10 Universities actively involved in article publication from 2017 to 2025.

CONCLUSION

This bibliometric review examined the use of gamification in primary education from 2017 to 2025, drawing on

publications indexed in Scopus. The findings show that research on gamification has grown steadily over the

past decade, with a notable dip during the COVID-19 pandemic. Most studies emphasize gamification’s role in

enhancing student engagement, motivation, and learning outcomes, particularly in STEM and literacy education.

The analysis also revealed active contributions from European and Asia countries, highlighting the global

relevance of this approach. However, the review also identified several challenges and limitations. Teacher

readiness and professional development remain critical barriers to effective gamification integration.

Additionally, there is a risk of over-reliance on extrinsic rewards, which may undermine intrinsic motivation in

the long run. Equity issues, particularly in low-resource settings, further complicate the adoption of gamification

strategies. Looking ahead, future research should focus on several promising directions. First, more longitudinal

studies are needed to examine the sustained impact of gamification on primary school learners. Second, scholars

should investigate inclusive gamification models that address the needs of diverse learners, including those with

special educational needs and varying cultural backgrounds. Third, there is growing potential in exploring the

integration of gamification with emerging technologies, such as artificial intelligence, virtual reality, and

augmented reality, to provide adaptive and personalized learning experiences. Finally, comparative cross-

country studies would provide valuable insights into how different educational systems and cultural contexts

influence the design and effectiveness of gamification in primary education. In conclusion, gamification

represents a powerful pedagogical approach with the potential to reshape primary education in the 21st century.

By addressing current limitations and exploring new avenues, educators and researchers can ensure that

gamification not only enhances engagement but also contributes to equitable, sustainable, and meaningful

learning experiences for young learners worldwide.

ACKNOWLEDGEMENTS

We extend our sincere gratitude to the Fakulti Teknologi Maklumat dan Komunikasi (FTMK) and the Centre of

Advanced Computing Technology (C-ACT), Universiti Teknikal Malaysia Melaka (UTeM), for providing the

necessary financial and facilities support. The subscription to the Scopus database was especially vital for the

successful conduction of this work.

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