Trends and Impact Gamification in Chemistry Learning: A Bibliometric Analysis
The main problem in chemistry learning is the lack of student motivation and engagement, which can affect the achievement of optimal learning outcomes. Gamification emerges as a potential approach to overcome this challenge through the implementation of engaging game elements. This study aims to ana...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Universitas Pendidikan Ganesha
2025-04-01
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| Series: | Indonesian Journal of Educational Research and Review |
| Subjects: | |
| Online Access: | https://ejournal.undiksha.ac.id/index.php/IJERR/article/view/83305 |
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| Summary: | The main problem in chemistry learning is the lack of student motivation and engagement, which can affect the achievement of optimal learning outcomes. Gamification emerges as a potential approach to overcome this challenge through the implementation of engaging game elements. This study aims to analyze the trends, patterns, and impacts of gamification implementation in chemistry learning using bibliometric analysis to provide in-depth insights into its development. Data were taken from the Scopus database with a time span of 2015 to 2024, focused on articles and conference papers with the keywords "gamification" and "chemistry". The data analysis technique used VOSviewer software to visualize keyword networks, overlays, and densities. The results show that the most publications occurred in 2021 with 21 articles, followed by 2023 and 2022 with 13 and 12 articles, respectively. The United States and Spain are the two countries with the highest contributions in this study. Network visualization reveals the main themes of gamification, students, and motivation, indicating that gamification focuses on increasing student motivation and engagement. In conclusion, gamification in chemistry education is rapidly emerging as a research field with significant potential for enhancing motivation and learning outcomes. These findings have important implications for the development of interactive teaching strategies to enhance student engagement in chemistry learning.
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| ISSN: | 2621-4792 2621-8984 |