Game-Based Learning in Education Across Five Asian Countries: A Bibliometric Study Using Scopus
DOI:
https://doi.org/10.22373/fitrah.v7i1.8497Keywords:
Game Based Learning, Critical Thinking, Educational Technology, Contrastive LearningAbstract
Game-Based Learning (GBL) is an innovative learning approach that integrates game elements into the learning process to increase student motivation, active participation, and learning outcomes. Amidst the acceleration of digital transformation, the application of GBL in Asian countries shows diverse developments, but has not been fully mapped scientifically. The main issues raised in this study are how publication trends, collaboration patterns, and thematic focuses of GBL research have developed in the context of education in Asia during 2010–2025. The research questions include: (1) to what extent is the productivity of GBL publications in the Asian region; (2) how is the structure of collaboration between researchers and institutions; and (3) what topics are the dominant focus and future research directions. This study uses a bibliometric approach with the PRISMA method and visualization using VOSviewer based on Scopus data. A total of 170 documents selected from five countries Indonesia, Hong Kong, Japan, Thailand, and India-were analyzed to examine trends, distribution, and keyword co-occurrence. The results show that Indonesia and Hong Kong are the most productive countries, with significant contributions from The Education University of Hong Kong and Malang State University. Cluster analysis identified four main focuses: (1) the development of game-based learning technologies and concepts; (2) learning systems and participants; (3) psychological and cognitive aspects; and (4) specific methodologies and contexts such as virtual reality and language learning. The latest findings highlight a shift in research direction towards strengthening critical thinking, educational technology, and contrastive learning, which signals the evolution of GBL from a mere learning medium to a comprehensive strategy for shaping 21st-century skills. This research makes an important contribution to mapping the development of GBL in Asia and provides a basis for future technology-based education policies.
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