Evolution of teacher training in gamification

Gamification has emerged as a pivotal technique for reinventing teacher education, fulfilling the necessity to cultivate digital and pedagogical competencies in swiftly changing educational environments. Nevertheless, an integrated perspective that synthesizes its scientific evolution, collaboration...

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Autores: Rincón Pinzón, Miguel Alberto|||0000-0002-6827-5209, Vargas Sánchez, Ana Dolores|||0000-0002-5633-0901, Valdivia, Paloma|||0000-0003-1499-5478
Tipo de recurso: artículo
Fecha de publicación:2026
País:España
Institución:Universitat Autònoma de Barcelona
Repositorio:Dipòsit Digital de Documents de la UAB
Idioma:inglés
OAI Identifier:oai:dnet:uabarcelona_::5f711b166717edc965eeb23558b0e0b2
Acceso en línea:https://ddd.uab.cat/record/327453
https://dx.doi.org/urn:doi:10.1016/j.ssaho.2026.102657
Access Level:acceso abierto
Palabra clave:Collaboration network
Gamification
Global trends
Teacher training
SDG 4 - Quality Education
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spelling Evolution of teacher training in gamificationa bibliometric analysis of global trends and collaborationsRincón Pinzón, Miguel Alberto|||0000-0002-6827-5209Vargas Sánchez, Ana Dolores|||0000-0002-5633-0901Valdivia, Paloma|||0000-0003-1499-5478Collaboration networkGamificationGlobal trendsTeacher trainingSDG 4 - Quality EducationGamification has emerged as a pivotal technique for reinventing teacher education, fulfilling the necessity to cultivate digital and pedagogical competencies in swiftly changing educational environments. Nevertheless, an integrated perspective that synthesizes its scientific evolution, collaboration networks, and global trends is still lacking. This study conducts a bibliometric analysis of the academic production on gamification in teacher education to identify growth trajectories, international collaborations, and emerging themes. A total of 405 documents indexed in Scopus and Web of Science between 2014 and 2025 were analyzed using the Bibliometrix package in R. The findings indicate an annual growth rate of 20.95%, with Spain leading the field (140 publications), followed by the United States and Turkey. Network analysis highlights a central core of highly connected authors and an increasingly consolidated international collaboration network. Themes such as teacher training and intrinsic motivation emerge as conceptual hubs, evidencing a convergence between initial teacher education and ongoing professional development. A transition is noted from employing gamification as a motivating instrument to its incorporation as a systematic educational technique associated with active learning, self-regulation, and formative evaluation. This paper offers an extensive overview of the conceptual maturity within the subject and suggests future research avenues centered on the personalization of teacher learning using artificial intelligence and adaptive gamified settings. 22026-01-0120262026-01-01Article de revisióhttp://purl.org/coar/resource_type/c_dcae04bcVoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttps://ddd.uab.cat/record/327453https://dx.doi.org/urn:doi:10.1016/j.ssaho.2026.102657reponame:Dipòsit Digital de Documents de la UABinstname:Universitat Autònoma de BarcelonaInglésengopen accesshttp://purl.org/coar/access_right/c_abf2Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, i la comunicació pública de l'obra, sempre que no sigui amb finalitats comercials, i sempre que es reconegui l'autoria de l'obra original. No es permet la creació d'obres derivades.https://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:dnet:uabarcelona_::5f711b166717edc965eeb23558b0e0b22026-06-06T12:50:31Z
dc.title.none.fl_str_mv Evolution of teacher training in gamification
a bibliometric analysis of global trends and collaborations
title Evolution of teacher training in gamification
spellingShingle Evolution of teacher training in gamification
Rincón Pinzón, Miguel Alberto|||0000-0002-6827-5209
Collaboration network
Gamification
Global trends
Teacher training
SDG 4 - Quality Education
title_short Evolution of teacher training in gamification
title_full Evolution of teacher training in gamification
title_fullStr Evolution of teacher training in gamification
title_full_unstemmed Evolution of teacher training in gamification
title_sort Evolution of teacher training in gamification
dc.creator.none.fl_str_mv Rincón Pinzón, Miguel Alberto|||0000-0002-6827-5209
Vargas Sánchez, Ana Dolores|||0000-0002-5633-0901
Valdivia, Paloma|||0000-0003-1499-5478
author Rincón Pinzón, Miguel Alberto|||0000-0002-6827-5209
author_facet Rincón Pinzón, Miguel Alberto|||0000-0002-6827-5209
Vargas Sánchez, Ana Dolores|||0000-0002-5633-0901
Valdivia, Paloma|||0000-0003-1499-5478
author_role author
author2 Vargas Sánchez, Ana Dolores|||0000-0002-5633-0901
Valdivia, Paloma|||0000-0003-1499-5478
author2_role author
author
dc.subject.none.fl_str_mv Collaboration network
Gamification
Global trends
Teacher training
SDG 4 - Quality Education
topic Collaboration network
Gamification
Global trends
Teacher training
SDG 4 - Quality Education
description Gamification has emerged as a pivotal technique for reinventing teacher education, fulfilling the necessity to cultivate digital and pedagogical competencies in swiftly changing educational environments. Nevertheless, an integrated perspective that synthesizes its scientific evolution, collaboration networks, and global trends is still lacking. This study conducts a bibliometric analysis of the academic production on gamification in teacher education to identify growth trajectories, international collaborations, and emerging themes. A total of 405 documents indexed in Scopus and Web of Science between 2014 and 2025 were analyzed using the Bibliometrix package in R. The findings indicate an annual growth rate of 20.95%, with Spain leading the field (140 publications), followed by the United States and Turkey. Network analysis highlights a central core of highly connected authors and an increasingly consolidated international collaboration network. Themes such as teacher training and intrinsic motivation emerge as conceptual hubs, evidencing a convergence between initial teacher education and ongoing professional development. A transition is noted from employing gamification as a motivating instrument to its incorporation as a systematic educational technique associated with active learning, self-regulation, and formative evaluation. This paper offers an extensive overview of the conceptual maturity within the subject and suggests future research avenues centered on the personalization of teacher learning using artificial intelligence and adaptive gamified settings.
publishDate 2026
dc.date.none.fl_str_mv 2
2026-01-01
2026
2026-01-01
dc.type.none.fl_str_mv Article de revisió
http://purl.org/coar/resource_type/c_dcae04bc
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://ddd.uab.cat/record/327453
https://dx.doi.org/urn:doi:10.1016/j.ssaho.2026.102657
url https://ddd.uab.cat/record/327453
https://dx.doi.org/urn:doi:10.1016/j.ssaho.2026.102657
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
https://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
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dc.source.none.fl_str_mv reponame:Dipòsit Digital de Documents de la UAB
instname:Universitat Autònoma de Barcelona
instname_str Universitat Autònoma de Barcelona
reponame_str Dipòsit Digital de Documents de la UAB
collection Dipòsit Digital de Documents de la UAB
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