Advancing Quality Education through Gamification in Non-Formal Digital Learning Contexts

Daddy Darmawan; Rahmat Syah

doi:10.53893/asic.v2i1.493

Authors

Daddy Darmawan Universitas Negeri Jakarta
Rahmat Syah Universitas Negeri Jakarta

DOI:

https://doi.org/10.53893/asic.v2i1.493

Keywords:

Gamification, Non-Formal Education, Digital-Learning, Adult Learning

Abstract

This study conducts systematic bibliometric analysis to map the intellectual landscape, research trends, and thematic evolution of gamification within non-formal digital education from 2018 to 2025. It aims to provide a comprehensive overview of the field’s development by identifying key contributors, dominant themes, research gaps, and future trajectories. Employing a quantitative bibliometric methodology, the analysis is based on 200 scholarly works indexed in major databases (Scopus, Web of Science, and Google Scholar). Data visualization and analysis were performed using VOSviewer and Bibliometrix (R package), examining publication trends, citation networks, author/institutional productivity, keyword co-occurrence, and thematic clustering. The analysis reveals significant, accelerating growth in research output post-2020, driven by global digital transformation. Five dominant thematic clusters emerge: (1) Motivational and Engagement Frameworks, (2) Technology Integration and Digital Tools (e.g., mobile learning, VR/AR), (3) Adult and Professional Upskilling, (4) Credentialing and Micro-Certifications, and (5) Inclusion and Accessibility. Geographically, European institutions lead in policy-oriented and credentialing research, while Southeast Asia contributes strongly to applied, context-specific studies. The study is limited by its focus on indexed, English-dominant publications, which may underrepresent gray literature and non-English case studies from the Global South. The findings highlight the need for greater methodological diversity, longitudinal impact studies, and culturally contextualized gamification models. For practitioners, the study underscores the importance of designing gamified nonformal learning that is purpose-driven, grounded in adult learning principles (andragogy), and integrated with verifiable digital credentialing systems to validate outcomes. This paper provides the first dedicated, large-scale bibliometric synthesis of gamification in non-formal digital education. It offers a structured roadmap for researchers and an evidence-based strategic guide for educators, policymakers, and learning designers seeking to leverage gamification to enhance the quality, reach, and effectiveness of lifelong learning in the digital age.

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