Structural analysis of high-impact literature on gamification and game-based learning in higher education

Hugo Alejandro Muñoz-Bonilla; Juana María Ortega-Tudela

doi:10.30935/cedtech/18870

Hugo Alejandro Muñoz-Bonilla ¹ ^* , Juana María Ortega-Tudela ²

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CONT ED TECHNOLOGY, Volume 18, Issue 3, Article No: ep670

https://doi.org/10.30935/cedtech/18870

Submitted: 03 May 2026, Published Online: 29 June 2026

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Abstract

Gamification research in higher education remains fragmented across conflicting theoretical frameworks, limiting evidence synthesis. This study examined conceptual structures and methodological patterns in 25 frequently cited articles (2011-2025) using Scopus, Web of Science, and PRISMA 2020 guidelines. Four conceptual categories emerged: tactical training (mean citations = 144.86), structural motivational gamification (172.14), user profile analysis (87.80), and adaptive training with artificial intelligence (123.83). Quasi-experimental designs predominated (68%, all non-probabilistic). Critical gaps included: demographic analysis (28%, n = 7), emerging technologies (4%, n = 1), and absent longitudinal follow-up. Domains concentrated on computer science (40%) and education (28%). High-impact research is organized around distinct epistemologies rather than unified framework. The dominance of scalable structural approaches over pedagogically integrated designs suggests a practice-evidence gap. Systematic integration of demographic analysis, emerging technologies, and longitudinal designs are necessary to advance the field.

Keywords: educational technology, gamification, higher education, instructional design

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Citation

Muñoz-Bonilla, H. A., & Ortega-Tudela, J. M. (2026). Structural analysis of high-impact literature on gamification and game-based learning in higher education. Contemporary Educational Technology, 18(3), Article ep670. https://doi.org/10.30935/cedtech/18870

Muñoz-Bonilla, H. A., and Ortega-Tudela, J. M. (2026). Structural analysis of high-impact literature on gamification and game-based learning in higher education. Contemporary Educational Technology, 18(3), ep670. https://doi.org/10.30935/cedtech/18870

Muñoz-Bonilla HA, Ortega-Tudela JM. Structural analysis of high-impact literature on gamification and game-based learning in higher education. CONT ED TECHNOLOGY. 2026;18(3), ep670. https://doi.org/10.30935/cedtech/18870

Muñoz-Bonilla, Hugo Alejandro, and Juana María Ortega-Tudela. "Structural analysis of high-impact literature on gamification and game-based learning in higher education". Contemporary Educational Technology 2026 18 no. 3 (2026): ep670. https://doi.org/10.30935/cedtech/18870

Muñoz-Bonilla, Hugo Alejandro et al. "Structural analysis of high-impact literature on gamification and game-based learning in higher education". Contemporary Educational Technology, vol. 18, no. 3, 2026, ep670. https://doi.org/10.30935/cedtech/18870

Muñoz-Bonilla HA, Ortega-Tudela JM. Structural analysis of high-impact literature on gamification and game-based learning in higher education. CONT ED TECHNOLOGY. 2026;18(3):ep670. https://doi.org/10.30935/cedtech/18870