A Bibliometric Analysis of Gamification and Intrinsic Motivation in Learning Technologies

Gamification is widely adopted in digitally mediated education to support learner motivation, yet the expanding literature on intrinsic motivation remains dispersed across venues, methods, and conceptual emphases. This study maps the intellectual structure, growth trajectory, and thematic evolution of research on gamification and intrinsic motivation. Using Scopus as the data source, records were retrieved for 2011–2025 and screened following PRISMA principles; after screening, deduplication, and metadata checks, 585 English-language documents published in 2012–2025 were retained for analysis. Bibliometric analyses were conducted in RStudio using bibliometrix to examine annual scientific production, citation patterns, co-authorship structures, and keyword-based thematic relationships. Results show strong publication growth, accelerating after 2017, while citation influence is concentrated in seminal contributions around 2015. The conceptual core is highly coherent, with Self-Determination Theory anchoring links between gamification, intrinsic motivation, and psychological needs. Trend and thematic analyses indicate a shift from early design-oriented topics (e.g., badges, mobile, game design elements) toward learner-centered outcomes and effectiveness (e.g., engagement, satisfaction, learning effectiveness). International co-authorship remains modest. The findings highlight consolidation alongside needs for longitudinal evidence, comparative pedagogy studies, and broader cross-cultural validation.