Reviewing Game-Based Learning Research in Science Education with Bibliometric Analysis
Özet
This study aims to present a comprehensive analysis of research on game-based learning in science education through bibliometric analysis. The 1,555 publications indexed in the Web of Science database were analyzed by visualization and network analysis methods using VOSviewer software. The most influential authors, countries, journals, and keywords were identified. The findings show that interest in game-based learning peaked in 2020. The USA and Taiwan stand out among the countries with the most publications and citations in the field of study. Computers & Education and Journal of Chemical Education journals stand out as the most influential academic sources in terms of both the number of publications and citations. Gwo-Jen Hwang is the most productive and influential researcher in game-based learning. Keyword analysis reveals that concepts such as ‘game-based learning,’ ‘gamification,’ and ‘science education’ constitute the basic building blocks of the literature. In recent years, new trends such as cooperative learning,” and “distance learning/self-instruction have come to the fore. This study reveals the potential of game-based learning in science education and provides a valuable resource for future research.
Referanslar
Chen, P.-Y., Hwang, G.-J., Yeh, S.-Y., Chen, Y.-T., Chen, T.-W., & Chien, C.-H. (2022). Three decades of game-based learning in science and mathematics education: An integrated bibliometric analysis and systematic review. Journal of Computers in Education, 9(1), 455–476. https://doi.org/10.1007/s40692-021-00210-y
Chiang, F. K., & Qin, L. (2018). A pilot study to assess the impacts of game-based construction learning, using Scratch, on students’ multi-step equation-solving performance. Interactive Learning Environments, 26(6), 803–814. https://doi.org/10.1080/10494820.2017.1417397
Cooke, L. (2016, March). Metatuning: A pedagogical framework for a generative STEM education in game design-based learning. In 2016 IEEE Integrated STEM Education Conference (ISEC) (pp. 207–214). IEEE.
Crandall, C. S. (2019). Science as dissent: The practical value of basic and applied science. Journal of Social Issues, 75(2), 630–641.
Demiryürek, G. (2023). A bibliometric view on values education studies in the international arena. Problems of Education in the 21st Century, 81(1), 27-43.
Ekin, C. C., & Gul, A. (2022). Bibliometric analysis of game-based research in educational research. International Journal of Technology in Education, 5(3), 499–517.
Fellnhofer, K. (2019). Toward a taxonomy of entrepreneurship education research literature: A bibliometric mapping and visualization. Educational Research Review, 27, 28–55.
Granic, I., Lobel, A., & Engels, R. C. M. E. (2014). The benefits of playing video games. American Psychologist, 69(1), 66–78.
Grinis, I. (2019). The STEM requirements of “non-STEM” jobs: Evidence from UK online vacancy postings. Economics of Education Review, 70, 144–158.
Hartt, M., Hosseini, H., & Mostafapour, M. (2020). Game on: Exploring the effectiveness of game-based learning. Planning Practice & Research, 35(5), 589–604.
Honey, M. A., & Hilton, M. L. (2011). Learning science through computer games. National Academies Press.
Hung, C. Y., Sun, J. C. Y., & Yu, P. T. (2014). The benefits of a challenge: Student motivation and flow experience in tablet-PC-game-based learning. Interactive Learning Environments, 23(2), 172–190. https://doi.org/10.1080/10494820.2014.980275
Hwang, G.-J., & Chen, P.-Y. (2022). Interweaving gaming and educational technologies: Clustering and forecasting the trends of game-based learning research by bibliometric and visual analysis. Entertainment Computing, 40, 100459.
Khan, A., Ahmad, F. H., & Malik, M. M. (2017). Use of digital game-based learning and gamification in secondary school science: The effect on student engagement, learning, and gender difference. Education and Information Technologies, 22, 2767–2804.
Lin, Y. H., & Hou, H. T. (2016). Exploring young children’s performance on and acceptance of an educational scenario-based digital game for teaching route-planning strategies: A case study. Interactive Learning Environments, 24(8), 1967–1980. https://doi.org/10.1080/10494820.2015.1064635
Mahendra, H. H., Maftuh, B., & Dahliyana, A. S. E. P. (2022). Bibliometric analysis of publications about game-based learning in Scopus database using VOSviewer. Journal of Engineering Science and Technology, 53, 53–68.
Martin-Martin, A., Thelwall, M., Orduna-Malea, E., & Lopez-Cozar, E. D. (2021). Google Scholar, Microsoft Academic, Scopus, Dimensions, Web of Science, and OpenCitations’ COCI: A multidisciplinary comparison of coverage via citations. Scientometrics, 126(2), 871–906.
Martin, A. J., Kennett, R., Pearson, J., Mansour, M., Papworth, B., & Malmberg, L. (2021). Challenge and threat appraisals in high school science: Investigating the roles of psychological and physiological factors. Educational Psychology (Dorchester-on-Thames), 41(5), 618–639.
Meluso, A., Zheng, M., Spires, H. A., & Lester, J. (2012). Enhancing learning through game-based interactions: Designing adaptive scaffolding to support middle school students in game-based learning environments. Computers & Education, 58(1), 1–10. https://doi.org/10.1016/j.compedu.2011.08.016
Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational psychologist, 50(4), 258-283.
Scherer, R., Siddiq, F., & Tondeur, J. (2019). The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers' adoption of digital technology in education. Computers & Education, 128, 13–35.
Sung, H. Y., & Hwang, G. J. (2013). A collaborative game-based learning approach to improving students’ learning performance in science courses. Computers & Education, 63, 43–51. https://doi.org/10.1016/j.compedu.2012.11.019
Tonbuloğlu, B., & Tonbuloğlu, İ. (2023). Trends and patterns in blended learning research (1965–2022). Education and Information Technologies, 28(11), 13987–14018.
Trna, J., & Trnova, E. (2015). The current paradigms of science education and their expected impact on curriculum. Procedia-Social and Behavioral Sciences, 197, 271–277.
Ulukök, E. (2022). Mapping the intellectual structure of perceived overqualification research: A co-keyword and co-citation analysis. Dumlupinar University Journal of Social Sciences, (74), 54–74.
Ulukök, E., & Merdan, E. (2022). Laissez-faire leadership: A map of the field and a bibliometric analysis. International Journal of Economics, Business, and Politics, 6(2), 371–396.
Ulukök Yıldırım, Ş. (2024). Trends in planetarium research: A bibliometric analysis. Journal of Millî Eğitim, 53(241), 31- 56.
Ulukök Yıldırım, Ş., & Sönmez, D. (2024). A bibliometric look at eye-tracking research in video-based learning. Van Yüzüncü Yıl University Journal of Education, 21(2), 378–400. https://doi.org/10.33711/yyuefd.1378898
Van Eck, N. J., & Waltman, L. (2010, August 01). Software survey: VOSviewer, a computer program for bibliometric mapping. Scientometrics, 84(2), 523–538.
Verkijika, S. F., & De Wet, L. (2015). Using a brain-computer interface (BCI) in reducing math anxiety: Evidence from South Africa. Computers & Education, 81, 113–122. https://doi.org/10.1016/j.compedu.2014.10.018
Wang, B., Pan, S. Y., Ke, R. Y., Wang, K., & Wei, Y. M. (2014). An overview of climate change vulnerability: A bibliometric analysis based on Web of Science database. Natural Hazards, 74(3), 1649–1666. https://doi.org/10.1007/s11069-014-1260-y
Wang, M., & Zheng, X. (2021). Using game-based learning to support learning science: A study with middle school students. The Asia-Pacific Education Researcher, 30(2), 167–176.
Wang, S., Chen, Y., Lv, X., & Xu, J. (2023). Hot topics and frontier evolution of science education research: A bibliometric mapping from 2001 to 2020. Science & Education, 32(3), 845–869.
Xu, H., Cheng, X., Wang, T., Wu, S., & Xiong, Y. (2022). Mapping neuroscience in the field of education through a bibliometric analysis. Brain Sciences, 12(11), 1454.
Xu, J., Duffy, B. M., & Duffy, V. G. (2021, July). Data mining in systematic reviews: A bibliometric analysis of game-based learning and distance learning. In International Conference on Human-Computer Interaction (pp. 343–354). Cham: Springer International Publishing.
Zeng, R., & Chini, A. (2017). A review of research on embodied energy of buildings using bibliometric analysis. Energy and Buildings, 155, 172–184.
Referanslar
Chen, P.-Y., Hwang, G.-J., Yeh, S.-Y., Chen, Y.-T., Chen, T.-W., & Chien, C.-H. (2022). Three decades of game-based learning in science and mathematics education: An integrated bibliometric analysis and systematic review. Journal of Computers in Education, 9(1), 455–476. https://doi.org/10.1007/s40692-021-00210-y
Chiang, F. K., & Qin, L. (2018). A pilot study to assess the impacts of game-based construction learning, using Scratch, on students’ multi-step equation-solving performance. Interactive Learning Environments, 26(6), 803–814. https://doi.org/10.1080/10494820.2017.1417397
Cooke, L. (2016, March). Metatuning: A pedagogical framework for a generative STEM education in game design-based learning. In 2016 IEEE Integrated STEM Education Conference (ISEC) (pp. 207–214). IEEE.
Crandall, C. S. (2019). Science as dissent: The practical value of basic and applied science. Journal of Social Issues, 75(2), 630–641.
Demiryürek, G. (2023). A bibliometric view on values education studies in the international arena. Problems of Education in the 21st Century, 81(1), 27-43.
Ekin, C. C., & Gul, A. (2022). Bibliometric analysis of game-based research in educational research. International Journal of Technology in Education, 5(3), 499–517.
Fellnhofer, K. (2019). Toward a taxonomy of entrepreneurship education research literature: A bibliometric mapping and visualization. Educational Research Review, 27, 28–55.
Granic, I., Lobel, A., & Engels, R. C. M. E. (2014). The benefits of playing video games. American Psychologist, 69(1), 66–78.
Grinis, I. (2019). The STEM requirements of “non-STEM” jobs: Evidence from UK online vacancy postings. Economics of Education Review, 70, 144–158.
Hartt, M., Hosseini, H., & Mostafapour, M. (2020). Game on: Exploring the effectiveness of game-based learning. Planning Practice & Research, 35(5), 589–604.
Honey, M. A., & Hilton, M. L. (2011). Learning science through computer games. National Academies Press.
Hung, C. Y., Sun, J. C. Y., & Yu, P. T. (2014). The benefits of a challenge: Student motivation and flow experience in tablet-PC-game-based learning. Interactive Learning Environments, 23(2), 172–190. https://doi.org/10.1080/10494820.2014.980275
Hwang, G.-J., & Chen, P.-Y. (2022). Interweaving gaming and educational technologies: Clustering and forecasting the trends of game-based learning research by bibliometric and visual analysis. Entertainment Computing, 40, 100459.
Khan, A., Ahmad, F. H., & Malik, M. M. (2017). Use of digital game-based learning and gamification in secondary school science: The effect on student engagement, learning, and gender difference. Education and Information Technologies, 22, 2767–2804.
Lin, Y. H., & Hou, H. T. (2016). Exploring young children’s performance on and acceptance of an educational scenario-based digital game for teaching route-planning strategies: A case study. Interactive Learning Environments, 24(8), 1967–1980. https://doi.org/10.1080/10494820.2015.1064635
Mahendra, H. H., Maftuh, B., & Dahliyana, A. S. E. P. (2022). Bibliometric analysis of publications about game-based learning in Scopus database using VOSviewer. Journal of Engineering Science and Technology, 53, 53–68.
Martin-Martin, A., Thelwall, M., Orduna-Malea, E., & Lopez-Cozar, E. D. (2021). Google Scholar, Microsoft Academic, Scopus, Dimensions, Web of Science, and OpenCitations’ COCI: A multidisciplinary comparison of coverage via citations. Scientometrics, 126(2), 871–906.
Martin, A. J., Kennett, R., Pearson, J., Mansour, M., Papworth, B., & Malmberg, L. (2021). Challenge and threat appraisals in high school science: Investigating the roles of psychological and physiological factors. Educational Psychology (Dorchester-on-Thames), 41(5), 618–639.
Meluso, A., Zheng, M., Spires, H. A., & Lester, J. (2012). Enhancing learning through game-based interactions: Designing adaptive scaffolding to support middle school students in game-based learning environments. Computers & Education, 58(1), 1–10. https://doi.org/10.1016/j.compedu.2011.08.016
Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational psychologist, 50(4), 258-283.
Scherer, R., Siddiq, F., & Tondeur, J. (2019). The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers' adoption of digital technology in education. Computers & Education, 128, 13–35.
Sung, H. Y., & Hwang, G. J. (2013). A collaborative game-based learning approach to improving students’ learning performance in science courses. Computers & Education, 63, 43–51. https://doi.org/10.1016/j.compedu.2012.11.019
Tonbuloğlu, B., & Tonbuloğlu, İ. (2023). Trends and patterns in blended learning research (1965–2022). Education and Information Technologies, 28(11), 13987–14018.
Trna, J., & Trnova, E. (2015). The current paradigms of science education and their expected impact on curriculum. Procedia-Social and Behavioral Sciences, 197, 271–277.
Ulukök, E. (2022). Mapping the intellectual structure of perceived overqualification research: A co-keyword and co-citation analysis. Dumlupinar University Journal of Social Sciences, (74), 54–74.
Ulukök, E., & Merdan, E. (2022). Laissez-faire leadership: A map of the field and a bibliometric analysis. International Journal of Economics, Business, and Politics, 6(2), 371–396.
Ulukök Yıldırım, Ş. (2024). Trends in planetarium research: A bibliometric analysis. Journal of Millî Eğitim, 53(241), 31- 56.
Ulukök Yıldırım, Ş., & Sönmez, D. (2024). A bibliometric look at eye-tracking research in video-based learning. Van Yüzüncü Yıl University Journal of Education, 21(2), 378–400. https://doi.org/10.33711/yyuefd.1378898
Van Eck, N. J., & Waltman, L. (2010, August 01). Software survey: VOSviewer, a computer program for bibliometric mapping. Scientometrics, 84(2), 523–538.
Verkijika, S. F., & De Wet, L. (2015). Using a brain-computer interface (BCI) in reducing math anxiety: Evidence from South Africa. Computers & Education, 81, 113–122. https://doi.org/10.1016/j.compedu.2014.10.018
Wang, B., Pan, S. Y., Ke, R. Y., Wang, K., & Wei, Y. M. (2014). An overview of climate change vulnerability: A bibliometric analysis based on Web of Science database. Natural Hazards, 74(3), 1649–1666. https://doi.org/10.1007/s11069-014-1260-y
Wang, M., & Zheng, X. (2021). Using game-based learning to support learning science: A study with middle school students. The Asia-Pacific Education Researcher, 30(2), 167–176.
Wang, S., Chen, Y., Lv, X., & Xu, J. (2023). Hot topics and frontier evolution of science education research: A bibliometric mapping from 2001 to 2020. Science & Education, 32(3), 845–869.
Xu, H., Cheng, X., Wang, T., Wu, S., & Xiong, Y. (2022). Mapping neuroscience in the field of education through a bibliometric analysis. Brain Sciences, 12(11), 1454.
Xu, J., Duffy, B. M., & Duffy, V. G. (2021, July). Data mining in systematic reviews: A bibliometric analysis of game-based learning and distance learning. In International Conference on Human-Computer Interaction (pp. 343–354). Cham: Springer International Publishing.
Zeng, R., & Chini, A. (2017). A review of research on embodied energy of buildings using bibliometric analysis. Energy and Buildings, 155, 172–184.
