A bibliometric analysis of gamification and intrinsic motivation in learning technologies

Abstract Gamification has been widely adopted in digitally mediated education to support learner motivation, yet research on intrinsic motivation remains dispersed across publication venues, methodological approaches, and conceptual emphases. This study maps the intellectual structure, growth trajectory, and thematic development of research on gamification and intrinsic motivation in learning technologies. Using Scopus as the data source, records were retrieved for 2011–2025 and screened following PRISMA principles. After screening, deduplication, and metadata completeness checks, 585 English-language Scopus-indexed records 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, source contributions, and keyword-based conceptual relationships. The results indicate strong publication growth, particularly after 2017, whereas citation influence remains concentrated in seminal contributions published around the mid-2010s. The conceptual structure of the field is centered on gamification, intrinsic motivation, and Self-Determination Theory, with recurring links to autonomy, competence, and relatedness. Trend-topic and thematic analyses suggest a shift from earlier design-oriented emphases, such as badges, mobile learning, and game design elements, toward learner-centered outcomes, including engagement, satisfaction, and learning effectiveness. International co-authorship is present but remains modest. Overall, the findings suggest that this literature has become increasingly consolidated while still requiring more longitudinal, comparative, and cross-cultural research to strengthen explanatory depth and generalizability.