Gamifying Science Education: A Bibliometric Review of Gamification Practices in Science Teaching and Learning

Dandy V Alcido; Romalyn L Talla; Joshua T Soriano

doi:10.55927/fjmr.v5i1.665

Authors

Dandy V Alcido Technological University of the Philippines
Romalyn L Talla Technological University of the Philippines
Joshua T Soriano Technological University of the Philippines

DOI:

https://doi.org/10.55927/fjmr.v5i1.665

Keywords:

Science, Gamification, Scopus, Bibliometric Analysis, Strategy

Abstract

This bibliometric study maps gamification trends in science education—instructional modes (online, face-to-face, blended), content areas, educational levels, and philosophical foundations—to address gaps in empirical perspectives beyond descriptive/quantitative analyses. We systematically analyzed 15 peer-reviewed, open- access Scopus-indexed papers published 2015– 2025, classifying them by delivery mode, science discipline, learner level, and theoretical frameworks. Findings reveal dominant trends in blended/online modalities, secondary-level chemistry/physics applications, and pragmatist and constructivist philosophies, highlighting underexplored areas like primary education and face-to-face implementation. These insights guide educators and policymakers toward targeted gamification strategies, enhancing science learning engagement and outcomes.

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