Review Article

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

Hugo Alejandro Muñoz-Bonilla 1 * , Juana María Ortega-Tudela 2
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1 Corporación Universitaria Minuto de Dios – UNIMINUTO, Bogotá, COLOMBIA2 Universidad de Jaén, Jaén, SPAIN* Corresponding Author
Contemporary Educational Technology, 18(3), July 2026, ep670, https://doi.org/10.30935/cedtech/18870
Published: 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

CITATION (APA)

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), ep670. https://doi.org/10.30935/cedtech/18870

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