Gamification as a strategy to manage the teaching-learning process: Bibliometric Analysis

Abstract

Gamification is presented as an innovative pedagogical strategy that has been shown to have significant effects on learning and the development of motor skills. In keeping with its importance, this study focused on developing a bibliometric analysis of scientific production associated with gamification as a strategy for managing the teaching-learning process. Accordingly, the study was conducted as a quantitative research project, using a bibliometric analysis design, based on the Scopus database. The information compiled was analyzed using the capabilities of VOSviewer version 1.6.20, which allowed for the analysis of quantitative and qualitative information from N=74 documents, including keyword co-occurrence analysis, scientific production by year, authors, countries, sources, and areas of knowledge. The relevance of the topic and the impact of the interconnection of thematic sources are demonstrated. The findings show that gamification not only promotes motor development but also improves cognitive and socio-emotional abilities, integrating a holistic view of learning, justifying its methodological approach in practical sports contexts.