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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
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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
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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
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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.
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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).

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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.
These issues, he e o e, ma k he in e es o u u e esea ch on
gami ica ion in MOOCs.
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