Thematic Trends Around Gamification in MOOC: A Bibliometric Analysis

Copy igh © 2022 by Au ho /s and Licensed by IADITI. This is an open access a icle dis ibu ed unde he C ea i e Commons A ibu ion License which pe mi s un es ic ed use, dis ibu ion, and ep oduc ion in any medium, p o ided he o iginal wo k is p ope ly ci ed. Jou nal o In o ma ion Sys ems Enginee ing and Managemen 2022, 7(4), 18034 e-ISSN: 2468-4376 h ps://www.jisem-jou nal.com/ Li e a u e Re iew Thema ic T ends A ound Gami ica ion in MOOC: A Bibliome ic Analysis O a Nidia Pa iño-To o1 *, Paula And ea Rod íguez-Co ea1, Alejand o Valencia-A ias1, And és Camilo Fe nández-To o2, Alexande Jiménez-Guzmán3, John Jai o Esco cia-González4 1 Ins i u o Tecnológico Me opoli ano 2 Fundación Enseñas 3 Co po ación Uni e si a ia Ame icana 4 Fundación Uni e si a ia Ca ólica del No e * Co esponding Au ho : [email p o ec ed].co Ci a ion: Pa iño-To o, O. N., Rod íguez-Co ea, P. A., Valencia-A ias, A., Fe nández-To o, A. C., Jiménez-Guzmán, A., & Esco cia-González, J. J. (2022). Thema ic T ends A ound Gami ica ion in MOOC: A Bibliome ic Analysis. Jou nal o In o ma ion Sys ems Enginee ing and Managemen , 7(4), 18034. h ps://doi.o g/10.55267/iad .07.12534 ARTICLE INFO ABSTRACT Recei ed: 02 Sep 2022 Accep ed: 15 Oc 2022 Cu en ly, educa ional sys ems ha e assumed a ele an ole in de eloping knowledge and s eng hening skills in indi iduals, an aspec ha has become a de e mining ac o o he ad ancemen o socie y. Howe e , hese sys ems p esen cons an challenges, especially in luenced by he ad ance in in o ma ion and communica ion echnologies, acce ss o he In e ne , and mobile de ices, which implies ans o ma ions in he new pa adigms o eaching and lea ning me hodologies. In his scena io, gami ica ion has been one o he s a egies used wi hin i ual lea ning en i onmen s such as MOOCs o inc ease s uden mo i a ion in he de elopmen o cou ses. In he las decade, in e es in his opic has been e idenced. The e o e, his s udy aims o iden i y he main esea ch ends in s udies on gami ica ion in MOOCs in he las en yea s. Fo his pu pos e, a bibliome ic analysis was ca ied ou using he Scopus da abase, om which 265 publica ions we e ob ained. The main ac o s (au ho s and jou nals) mos ci ed and hema ic ends we e iden i ied based on he ecu ence o keywo ds. Among he indings, i was iden i ied ha esea che s a e in e es ed in e- Lea ning, mo i a ion, online lea ning, se ious games, s uden engagemen , badges and ewa ds, and he use o he In e ne as a ool o lea ning. Keywo ds: MOOC, online lea ning, gami ica ion, game-based lea ning, educa ional in o ma ion sys ems, hema ic ends. INTRODUCTION In ecen yea s, i has been men ioned ha massi e open online cou ses (MOOCs) ha e gene a ed impo an and sudden changes in educa ional sys ems hanks o he a ailable online lea ning al e na i es (Rome o-Rod iguez e al., 2019). Al alhi (2021) poin s ou he possibili y o s udying and imp o ing skills om anywhe e in he wo ld, hanks o i s i ual mode, among he a ious bene i s o online aining. This is conside ed a modali y ha con ibu es signi ican ly o indi idual empowe men and allows people o lea n abou a wide ange o subjec s, ollowing a p ede e mined hy hm (Apa icio e al., 2019). This digi al lea ning modali y has p esen ed a signi ican g ow h in i s applicabili y due o he ab up changes ha o igina ed in he COVID-19 pandemic, c ea ing he pe manen need o design s a egies o he mo i a ion and pa icipa ion o s uden s in hei di e en s ages, such as highe educa ion (Rincon-Flo es and San os-Gue a a, 2021). S uden s ha e exp essed he need o his gami ica ion as a means o ein o ce he lea ning ex ac ed h ough adi ional educa ional p ac ices (Oe e al., 2020), e en impac ing aspec s such as he men al heal h o he ne wo k o ac o s in ol ed, such as eache s and s uden s (Fon ana, 2020). Howe e , conside ing aspec s ha a y acco ding o he con ex analyzed, he e is a low accep ance o MOOCs, which makes i essen ial o p omo e hei use among s uden s (Al alhi, 2021). Fo his, i is necessa y o unde s and all hei success ac o s, such as use, use sa is ac ion, indi idual pe o mance, and o ganiza ional pe o mance (Apa icio e al., 2019). As well Pa iño-To o O. e al./ J INFORM SYSTEMS ENG, 7(4), 18034 2 / 9 as he a i ude and compu e sel -e icacy, ac o s ha , acco ding o Al alhi (2021), a e e i ied in he li e a u e o exploi o he maximum hei quali ies o being ee, he e ogeneous, and mul i- hema ic (Rome o-Rod iguez e al., 2019). Simila ly, be e o ganiza ion o he lea ning p ocess, g ea e accessibili y o highe educa ion, esou ce e iciency, and academic mobili y, among o he s, a e impo an aspec s o conside (Zakha o a and Tanasenko, 2019). The e o e, gi en he low accep ance by he scien i ic communi y, some au ho s ha e p esen ed he ole o gami ica ion as undamen al o he success o MOOCs (Apa icio e al., 2019; Rome o-Rod iguez e al., 2019). Such a ole consis s o applying game elemen s and echniques in he educa ional con ex (Manzano-León e al., 2021), aiming o inc ease s uden s' mo i a ion, engagemen , and pe o mance (Halli ax e al., 2019; Manzano-León e al., 2021). I is said ha gami ica ion will su pass he adi ional way o lea ning o inc ease he employabili y o o he echnologies, such as cloud compu ing (Hakak e al., 2019). Despi e he impo an end o applying gami ica ion me hodologies in he educa ional con ex , some au ho s, such as Palomino e al. (2019), men ion ha s udies on he subjec a e s ill inconclusi e abou s uden engagemen . The eason why ecen s udies y o o e come he main complexi ies om he analysis o opics, such as he upda ing o lea ning modules o scalabili y (Hakak e al., 2019). This de iciency in aspec s ela ed o use engagemen has esul ed in low s uden e en ion a es and high no-show a es o en olled cou ses, making i anscenden al o adap new aspec s o gami ica ion o he educa ional con ex (Ja nac de F ei as and Mi a da Sil a, 2020). As a consequence o he abo e, educa ion p o essionals a e expec ed o suppo he lea ning p ocess o s uden s in a dynamic, lexible, and in ui i e way (D eimane, 2019). The abo e added o he ac ha he e is li le esea ch ha p o ides comp ehensi e isions o no ions on he ex apola ion o ludic concep s o educa ion (D eimane, 2019). This opens he doo o in e es ing oppo uni ies o u u e esea ch based on (O osu-Ampong, 2020) wha iden i ied. The p esen s udy aims o iden i y he main esea ch ends in s udies on gami ica ion in MOOCs in he las en yea s. METHODOLOGY Bibliome ics is an a icle iden i ica ion me hodology ha can be eplica ed (Ca dona-Mon oya, 2022). Bibliome ic analyses ha e been widely used o p o ide a quan i a i e analysis o scien i ic publica ions on a gi en opic (Ellegaa d and Wallin, 2015). O e ime, his echnique has e ol ed and been e ined along wi h he exponen ial g ow h o science (O doñez e al., 2017). This has led o he ac ha cu en ly, he la ge amoun o da a and in o ma ion gene a ed in scien i ic ma e s is s o ed in bibliog aphic da abases om academic jou nals, books, pa en s, and con e ence p oceedings, among o he s (Mo al-Muñoz e al., 2020). In sho , bibliome ics uses s a is ical and quan i a i e analyses o iden i y pa e ns o publica ions, hus being conside ed an e ec i e me hod o e alua e scien i ic publica ions (A ias Lab ado e al., 2021). Based on he abo e, his s udy applies a bibliome ic analysis o pe o m a quan i a i e analysis o ela ed esea ch on he applica ion o gami ica ion in MOOCs. Fo his, an analysis o publica ions by yea , mos ci ed esea che s and jou nals, and hema ic ends a ound he opic is pe o med. Da abase Selec ion In his s udy, he Scopus da abase was used o e ie e he publica ions on he opic. This da abase allows acking, analyzing, and isualizing he esea ch esul s, making i possible o de e mine ha he sea ch pe o med is adequa e. The da abase co e s h ee sou ces: book se ies, jou nals, and specialized magazines. In addi ion, i has been conside ed he la ges mul idisciplina y da abase in he wo ld in e ms o he mos ecen academic li e a u e (Go aiz and Schloegl, 2008; Mo al-Muñoz e al., 2020). In his sense, he keywo ds game, gami ica ion, and MOOC a e used in he i le, abs ac , and au ho keywo ds ields; addi ionally, he AND and OR ope a o s a e included. Thus, he sea ch equa ion gene a ed was as ollows: TITLE-ABS-KEY- AUTH ( ( game OR gami ica ion ) AND ( ( "MOOC" ) ). F om his, a o al o 265 ela ed publica ions we e ob ained in he pe iod be ween 2012 and 2022. RESULTS ANALYSIS The esul s a e p esen ed a ound quan i y, quali y, and s uc u e indica o s. The quali y indica o s e lec he esea ch ac o s wi h he highes numbe o ela ed publica ions. The quali y indica o s p esen hose wi h he highes numbe o ci a ions ecei ed. The s uc u e indica o s show he collabo a ion ne wo ks and keywo d co-occu ence ne wo ks, i.e., he mos ecu en keywo ds ha c ea e esea ch clus e s and esea ch ends. Quan i y indica o s Mos o he documen s ela ed o his opic co espond o con e ence p oceedings (51.5%), ollowed by esea ch a icles (23.5%), con e ence e iews (17.5%), and book chap e s (5.6%). The eason ha mos o he publica ions a e con e ence p oceedings can be explained by he ac ha he opic has been a end in se e al con e ences, cong esses, and esea ch mee ings. The abo e allows he collec ion o academic pape s, usually in books, and esea ch esul s ha , compa ed o jou nals, a e published mo e quickly. On he o he hand, he e is a endency o publish in compu e sciences wi h a pe cen age o 38.1%, ollowed by social sciences wi h 22.6%, enginee ing wi h 13.2%, and ma hema ics wi h 10.6%. This is la gely because hese a eas co e he heo e ical bases o in o ma ion and compu a ion and hei applica ion o social in e ac ions, as in he case o educa ion. Fi s , he publica ions a e analyzed by yea . This co e s om 2012 o 2022. Figu e 1 shows he dis ibu ion o publica ions. In Pa iño-To o O. e al./ J INFORM SYSTEMS ENG, 7(4), 18034 3 / 9 he las decade, esea ch on his opic has been de eloped, which means ha he subjec is s ill e y new. Also, i can be e idenced ha he g ow h o publica ions has been con inuous, excep o he yea s 2015, 2018, and 2020 when publica ions ha e dec eased om he immedia ely p e ious yea . Impo an peaks o publica ions a e e idenced in 2014, 2016, and 2017, he la e being he yea wi h he highes numbe o eco ds. In addi ion, 2019 also eco ds a signi ican numbe o publica ions. In he las wo yea s, publica ions ha e dec eased and a e a an a e age o 31 publica ions. The i s publica ion on his opic in 2012 was made by Bake e al. (2012). They in es iga ed new educa ional app oaches using i ual pla o ms, de ining he de elopmen o online cou ses as MOOCs, he u u e uni e si y. Subsequen ly, he opics o game in eg a ion in MOOCs we e included. Fu he mo e, he la es publica ions o he yea 2021 and hose o 2022 ha e ocused on e alua ing he applica ion o gami ica ion esou ces in hese cou ses o iden i y oppo uni ies o imp o emen (Rod íguez e al., 2022). Quali y indica o s These indica o s a e usually associa ed wi h he numbe o ci a ions ha publica ions ecei e and, he e o e, hei au ho s and jou nals in which he espec i e publica ion was made (Ho, 2014). In his sense, he indica o is based on he me hod ha , as explained by Rod íguez Sabio e and Úbeda Sánchez (2019), is he mos widely used o measu e he impac o jou nals p o ided by he Jou nal Ci a ion Repo s (JCR) based on he numbe o ci a ions ecei ed du ing wo yea s p eceding he cu en yea . As can be seen in Figu e 2, he au ho s wi h he highes numbe o ci a ions ecei ed a e lis ed. In i s place is au ho C. Meinel, who has eigh publica ions on he subjec and abou 117 ci a ions. His publica ions ha e been based on MOOC design o suppo mul iple lea ning s yles, including social lea ning om gami ica ion (G ünewald e al., 2013; Meinel and Schweige , 2016; S aubi z e al., 2017). Figu e 1. Publica ions pe yea Figu e 2. Mos ci ed au ho s Nex a e au ho s A. An onaci, and R. Klemke, who ha e en publica ions and a o al o 112 ci a ions eco ded on he opics o he e ec s o gami ica ion in online lea ning en i onmen s o enhance use goal achie emen and lea ning analy ics (An onaci e al., 2019, 2017; Klemke e al., 2018). The au ho F. G ünewald, also appea s in he lis and sha es co-au ho ship wi h C. Meinel. I is wo h no ing ha hese au ho s a e also lis ed among he mos p oduc i e au ho s by ha ing he la ges numbe o publica ions on he subjec , so hese au ho s a e he mos impo an e e en s. Nex a e he au ho s M. Apa icio, TT. Oli ei a, F. Bacao, and M. Painho, ha e collabo a ed in a wo k in which hey de ine gami ica ion as a key de e minan o he success o MOOCs (Apa icio e al., 2019). A he bo om o he lis is au ho M. Spech , wi h six publica ions on he opic and abou 90 ci a ions. Figu e 3. Mos ci ed jou nals and con e ences Pa iño-To o O. e al./ J INFORM SYSTEMS ENG, 7(4), 18034 4 / 9 Figu e 3 lis s he jou nals and con e ences wi h he highes numbe o ci a ions eco ded. In i s place is he IEEE Global Enginee ing Educa ion Con e ence, EDUCON. This is a esea ch and indus ial con e ence on global enginee ing educa ion. I has nine ela ed publica ions and a o al o 110 ci a ions. In second place is he jou nal In o ma ion and Managemen , wi h 90 ci a ions. This jou nal ocuses mainly on pape s ela ed o in o ma ion sys ems (Else ie , 2022). The ACM In e na ional Con e ence P oceeding Se ies has 17 publica ions and 88 ci a ions in hi d place. This p oceedings se ies publishes con en om high-quali y con e ences, echnical symposia, and wo kshops la gely on echnology- ela ed opics (ACM, 2022). T end Analysis The end analysis is pe o med wi h he suppo o Py hon so wa e o iden i y he mos used keywo ds wi hin he ield o his esea ch and VOS iewe so wa e o map he au ho 's keywo d co-occu ence ne wo ks and hei e olu ion o e ime. In he i s ins ance, as shown in Figu e 4, he mos ecu en keywo ds a e lis ed in wo- ime windows: up o 2019 and he pe iod om 2020 o 2022. Figu e 4. Keywo ds analysis Fo he yea 2019, a g ea in e es in e-Lea ning was p esen ed. Said keywo d was included in 38% o he publica ions. E-Lea ning is in insically linked o he MOOC concep , as i is mass communica ion, knowledge sha ing, and openness (Apa icio e al., 2019). I is o his eason ha e- Lea ning has been so p esen wi hin he keywo ds o his ype o s udy. O iginally, he de ini ion o MOOC was de i ed om he combina ion o se e al concep s, including e-Lea ning. This concep has e ol ed om a dis ance educa ion app oach ocused on ime and space, so he MOOC concep sha es ideas wi h e-Lea ning (Apa icio e al., 2019). The e o e, an open en i onmen h ough digi al communica ion a i ac s equi es inno a i e lea ning ools. To p omo e pa icipa ion h ough e- Lea ning sys ems, some au ho s ha e ecommended gami ica ion as an impo an ool in lea ning p ocesses. In his sense, he inco po a ion o a social dimension (such as gami ica ion) o his ype o lea ning is undamen al o in eg a ing i in o MOOCs as a po en ial in he lea ning p ocess (Gené e al., 2014; Ma ínez-Núñez e al., 2015). Subsequen ly, a signi ican in e es is e lec ed in he keywo ds o aspec s associa ed wi h mo i a ion. In his sense, mo i a ion is conside ed o be ela ed o gami ica ion due o he possibili y o s imula ing eal- ime in e ac ion wi h lea ning esou ces, he de elopmen o s eng hening o skills, being a un way o he abso p ion o knowledge and ob aining ewa ds o achie emen s in speci ic ac i i ies du ing he lea ning p ocess (An onaci e al., 2019). O ega-A anz e al. (2019) explain ha gami ica ion is a echnique used o inc ease s uden mo i a ion and engagemen in MOOCs. Conside ing he abo e and aking in o accoun he high d opou a e o MOOC- ype cou ses, ins i u ions a e conside ing he need o ind new aining scena ios in which s uden mo i a ion is a undamen al ac o o gene a e g ea e e iciency in hese in e ac ions (C uz-Beni o e al., 2017). S uden s' lea ning becomes mo e enjoyable and in e ac i e o he ex en ha hey can imme se hemsel es in i and pa icipa e mo e ac i ely in he ongoing ac i i ies. The e o e, an in eg a ion o MOOCs wi h game-based lea ning is ecommended in he li e a u e (Hung e al., 2019), in which s uden s can ob ain ewa ds o achie e a highe le el o engagemen in online cou ses and, a he same ime, inc ease e en ion (O ega-A anz e al., 2019). By 2022 he ocus will shi o online lea ning. The ocus o online lea ning and MOOCs, as explained by (An onaci e al., 2019), has se e al poin s in common such as aking ad an age o he In e ne and ad anced echnologies. Up o a poin , MOOCs can be dis inguished as a subca ego y o online lea ning. MOOCs, unlike online lea ning, p o ide ad an ages in e ms o open lea ning, o e ing a collec i e lea ning oppo uni y wi h people om all o e he wo ld. The gami ica ion echnique has been applied in di e en educa ional en i onmen s o hese elemen s (online lea ning and MOOCs). In his way, games become an example o highly engaging, scalable, and pe sonalized use expe iences, which can be an op ion o ind hose elemen s ha can be ans e ed o online lea ning (F ei e e al., 2014). Fo his eason, in documen ed cases, i has been shown ha se ious games, i.e., hose designed o educa ional pu poses, ha e been e ec i e in inc easing bo h con en e en ion and s uden engagemen , signi ican ly in luencing he accep ance o online lea ning sys ems. These ypes o games a emp o ake ad an age o he huge mo i a ion a oused by online games o imp o e he lea ning p ocess (F ei e e al., 2014; Go dillo e al., 2021). Figu e 5 isualizes how ends ha e changed o e ime. In he i s ins ance, esea che s we e inclined owa d opics such as social ne wo ks, se ious gaming, and lea ning om mobile de ices. Subsequen ly, he opics hey leaned owa ds we e: game-based lea ning, collabo a i e lea ning, lea ning analy ics, e-lea ning, mo i a ion, collabo a ion, and gami ica ion. Finally, he e was e idence o in e es in online lea ning, engagemen , badges, ewa ds, and game elemen s. Pa iño-To o O. e al./ J INFORM SYSTEMS ENG, 7(4), 18034 5 / 9 Figu e 5. Thema ic ends o e ime Gami ica ion de elops om he ans e o game design elemen s o a non-game scena io. Rega ding hose game elemen s, he li e a u e has iden i ied he mos ele an e ec o gami ica ion in i ual lea ning en i onmen s: badges/ ewa ds, leade boa ds, anking/sco ing, eedback, and challenges. Such elemen s con ibu e o he ield o designing app op ia e gami ica ion. Thus, pe o mance (di ec ly ela ed o badges) is he mos impo an elemen , ollowed by mo i a ion, lea ne engagemen , a i ude owa ds gami ica ion, collabo a ion, and social awa eness (An onaci e al., 2019). Engagemen is also one o he mos ecen esea ch's mos ecu en keywo ds. Resea che s ha e wo ked on he opic o engagemen due o he high d opou a e o MOOCs. The e o e, hey cons an ly ecommend including inno a i e eaching s a egies ha p omo e pa icipan engagemen . In his way, engagemen is qui e ela ed o gami ica ion elemen s, gi en he un, in e ac i e, and meaning ul expe iences ha pa icipan s can ge om using gami ica ion (Rome o- Rod iguez e al., 2019). Rewa ds a e also pa o he esea ch in e es s a ound gami ica ion in MOOCs. These a e pa o he mos impo an game elemen s used as a s a egy o he mo i a ion and pe manence o s uden s in online lea ning cou ses. A ewa d sys em allows lea ne s o accumula e poin s and digi al badges. Lea ne s can ea n ewa ds when hey comple e an assignmen , which can be a p ima y cou se objec i e ela ed o he knowledge objec i es o he cou se. Gi en hese bene i s, he well-known MOOC pla o ms Udaci y, edX, and Cou se a ha e s a ed implemen ing gami ica ion s a egies in which ewa d sys ems a e included (Abu Baka e al., 2018). I is in his way ha he p e e ence o esea che s in his opic is e idenced. In addi ion o he abo e, abou he analysis o he beha io o keywo ds in s udies on MOOCs and gami ica ion, he ollowing Ca esian plane o Figu e 6 is designed, by means o which, o he ho izon al axis o X axis, he equency o he keywo ds is es ablished, ha is, he numbe o imes ha hese ha e been epea ed in scien i ic s udies. In con as , o he e ical axis o Y axis, each wo d's a e age yea o use is posi ioned, hus loca ing he main 30 keywo ds e idenced in he subjec ma e . In his sense, we ha e Quad an IV o Quad an 4, which ela es hose wo ds ha , al hough hey a e among he mos equen in he ield, hei a e age yea o use is ea lie , which indica es ha hey a e dec easing concep s in he li e a u e. Thus, hey a e concep s ha we e p o agonis s o he p e ious li e a u e. In his quad an , we ha e he concep s o "Se ious games," which we e in eg a ed in o he dynamics o MOOCs by p e ending o o e come he basic me hodologies based on ex ma e ials, ideo lec u es, and o um-based in e ac ions (Rome o and Usa , 2013). "E-lea ning" which was iden i ied by Pilche (2013) be ween he en isioned ho izon o educa ion and he ho izon a he beginning o he p e ious decade, and "Mo i a ion", which is posi ioned among he main p oblems o i ual educa ion, so se e al au ho s ha e s udied he mo i a ional ac o s ha can p o ide be e lea ning expe iences (Mo ales e al., 2016). Pa iño-To o O. e al./ J INFORM SYSTEMS ENG, 7(4), 18034 6 / 9 Figu e 6. Validi y and equency o keywo ds On he o he hand, we ha e Quad an III o Quad an 3, whe e he less equen and cu en e ms a e loca ed among he selec ed concep s. This analysis is impo an o analyze he p ominence gi en in u u e esea ch agendas c i ically. In his quad an , we ha e concep s such as "Blended lea ning," a lea ning modali y in which ace- o- ace aining is combined wi h online lea ning ac i i ies, which is use ul, especially in he con ex o he pandemic due o he ou b eak o he Co id-19 i us (Gianna elli and Tomasini, 2021). "Augmen ed eali y" also eme ges as an inno a i e s a egy o p o ide a mo e engaging expe ience o lea ne s o s uden e en ion in MOOCs (Chauhan e al., 2015). "Collabo a i e lea ning" and "Social ne wo ks" as pa icipan s lea n and pa icipa e in coope a i e en i onmen s ha p omo e lea ning communi ies wi hin ex e nal hype media en i onmen s, such as social ne wo ks (C uz-Beni o e al., 2017). "Lea ning analy ics" o collec and analyze MOOC da a o imp o emen (Khalil e al., 2017). And "Game heo y," among o he s. Finally, we ha e Quad an II o Quad an 2, which, al hough i posi ions e ms among he leas equen , a e also among he mos cu en in he esea ch ield, so hey a e conside ed eme ging keywo ds o hose ha ha e eme ged in he scien i ic li e a u e on MOOCs and gami ica ion in ecen yea s, eme ging as p o agonis s o u u e esea ch agendas. In his quad an , he e a e concep s such as "Flipped class oom" ha , acco ding o (Hung e al., 2019), ha e posi i e e ec s on engagemen and lea ning ou comes in s uden s, "Engagemen " ha has been one o he main challenges in e ms o i ual educa ion, which has been wan ed o impac di ec ly om he gami ica ion pa (Rincon-Flo es and San os-Gue a a, 2021). "Educa ional echnology" ha has modi ied me hodologies, cu icula, con en , and lea ning needs (Goksu e al., 2021), "Dis ance Educa ion", "Open educa ion" as wo o he con ex s mos impac ed by i ual and digi al lea ning me hodologies (Mys akidis, 2021) and "Con inuance in en ion" (Con inuance in en ion in MOOCs) ha is media ed, acco ding o Cheng (2022) by la en a iables such as cogni i e pa icipa ion, luid expe ience and social p esence. CONCLUSION In he decade analyzed, publica ions on gami ica ion in MOOCs ha e inc eased, wi h some yea s ma king a dec ease; howe e , in e es in he opic has been e iden . Among he mos impo an ac o s, we ound au ho s whose p oduc ion and impac ha e been ou s anding since i has been ound ha he au ho s who publish he mos a e hose who, a he same ime, ha e egis e ed he highes numbe o ci a ions. In addi ion, in luen ial jou nals and con e ences on he subjec we e ound, in which he ocus o in e es was on he mos ecen echnologies. Following he ends, i was ound ha he mos ecu en Pa iño-To o O. e al./ J INFORM SYSTEMS ENG, 7(4), 18034 7 / 9 opic is e-Lea ning. In ecen yea s he e has been e idence o a g owing in e es in online lea ning, especially in cou ses o an accessible na u e such as MOOCs ha ha e p o ided nume ous acili ies o s uden s in e ms o p o iding ee and quali y educa ion o e ed by mul iple highe educa ion ins i u ions and comme cial indus ies. This is how nume ous s a egies a e implemen ed o mo i a e s uden s o con inue in hese online cou ses, such as gami ica ion, aiming o imp o e and dynamize he p ocesses o knowledge abso p ion and s eng hening skills in s uden s. The e has also been a esea ch end owa ds se ious games based on adi ional ideo games' comme cial and mo i a ional success. Based on his heme, ends ha e become e iden in he s udy o ewa ds, badges, engagemen , and o he game elemen s ha a e impo an in designing and de eloping hese games wi hin i ual lea ning en i onmen s. 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