GAMIFIKASI DALAM MENDUKUNG SUSTAINABLE DEVELOPMENT GOALS (SDGS): ANALISIS TREN, KESENJANGAN, DAN ARAH PENELITIAN DI MASA DEPAN

https://doi.org/10.23960/simbol.v14i1.2147
Published: Apr 26, 2026

Abstract:

This study aims to map and analyze the trends, intellectual structure, and research gaps in gamification studies related to the SDGs during the period 2021–2025. A bibliometric analysis was conducted on 177 Scopus-indexed documents retrieved in January 2026 using R-based Bibliometrix (Biblioshiny) and VOSviewer, encompassing publication performance analysis, thematic mapping, keyword co-occurrence, and co-citation network analysis. The results reveal significant literature growth with an annual growth rate of 42.3%, with a publication peak observed in 2024 and a projected increase in 2025 based on data available at the time of retrieval. Sustainability (Switzerland) emerged as the most productive source, while India, Spain, and Malaysia dominated research production geographically. Thematic analysis identified 12 clusters with a predominance in education within the context of e-learning, indicating a significant imbalance as gamification applications remain concentrated on SDG 4 and have yet to sufficiently address broader socio-economic dimensions.

Penelitian ini bertujuan memetakan dan menganalisis tren, struktur intelektual, serta kesenjangan riset gamifikasi dalam kaitannya dengan SDGs periode 2021–2025. Analisis bibliometrik dilakukan terhadap 177 dokumen terindeks Scopus yang diambil pada Januari 2026 menggunakan perangkat Bibliometrix berbasis R (Biblioshiny) dan VOSviewer, mencakup analisis kinerja publikasi, peta tematik, ko-okurensi kata kunci, dan jaringan ko-sitasi. Hasil menunjukkan pertumbuhan literatur yang signifikan dengan tingkat pertumbuhan tahunan sebesar 42,3%, dengan puncak publikasi tercatat pada tahun 2024 dan tren peningkatan pada tahun 2025 berdasarkan data yang tersedia pada saat pengambilan. Jurnal Sustainability (Switzerland) menjadi sumber paling produktif, sementara India, Spanyol, dan Malaysia mendominasi produksi penelitian secara geografis. Analisis tematik mengidentifikasi 12 klaster dengan dominasi pada bidang pendidikan dalam konteks e-learning, yang mengindikasikan ketimpangan signifikan karena pemanfaatan gamifikasi masih terpusat pada SDG 4 dan belum menyentuh dimensi sosial-ekonomi yang lebih luas. Penelitian ini memiliki keterbatasan pada cakupan basis data Scopus dan tidak mencakup literatur non-Inggris maupun literatur abu-abu.

Keywords:
1. Bibliometric analysis
2. Education
3. Gamification
4. Science mapping
5. Sustainable Development Goals
Authors:
1 . Indah Khoerunnisa
Universitas Lampung
2 . Alam Fathurochman
Institut Teknologi Sumatera
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How to Cite
Khoerunnisa, I., & Fathurochman, A. (2026). GAMIFIKASI DALAM MENDUKUNG SUSTAINABLE DEVELOPMENT GOALS (SDGS): ANALISIS TREN, KESENJANGAN, DAN ARAH PENELITIAN DI MASA DEPAN. J-Simbol: Jurnal Magister Pendidikan Bahasa Dan Sastra Indonesia, 14(1), 533–550. https://doi.org/10.23960/simbol.v14i1.2147
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Vol. 14 No. 1 (2026): J-Simbol: Jurnal Magister Pendidikan Bahasa dan Sastra Indonesia
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References

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    Cereda, F., & Cattolica, U. (2024). Gamification in physical education : exploring efficacy , challenges , and ethical considerations. Lifelong Lifewide Learning, 21(2023), 312–326.

    Chen, A., Li, L., & Shahid, W. (2024). Digital transformation as the driving force for sustainable business performance : A moderated mediation model of market-driven business model innovation and digital leadership capabilities. Heliyon, 10(8), e29509. https://doi.org/10.1016/j.heliyon.2024.e29509

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    Doomun, R., & Greunen, D. Van. (2022). A qualitative investigation of student experience in a gamified course at the Open University of Mauritius. South African Computer Journal, 34(2), 94–106. https://doi.org/10.18489/sacj.v34i2.1085

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    Getman, A. P., Yaroshenko, O. M., Demenko, O. І., & Prokopiev, R. Y. (2024). Gamification for staff motivation : Impact on work efficiency and corporate culture at the international level. Journal of Economics and Management, 46, 274–299.

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    Huseynli, B. (2024). Gamification in energy consumption : a model for consumers ’ energy saving. International Journal of Energy Economics and Policy Provided, 14(1), 312–320. https://doi.org/10.32479/ijeep.14395.This

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    Mevoli, A., Leggett, K. L., & Davies, W. E. (2024). The gamification of circular practices using the SDGs. In Smart Innovation, Systems and Technologies.

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    Oksanen, K., & Hämäläinen, R. (2012). Collaborative serious game as a sociable computer-supported collaborative learning environment. Proceedings of the European Conference on Games-Based Learning. https://www.scopus.com/inward/record.uri?eid=2-s2.0-84897791987&partnerID=40&md5=2b19acc2e78b399b9a33b027e27ffa5a

    Özden, S., Arslantürk, E., Senem, M., & As, İ. (2023). Gamification in urban planning - experiencing the future city. Architecture and Planning Journal (APJ), 28(3), 1–14. https://doi.org/: https://doi.org/10.54729/2789-8547.1239

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  2. Amiri, S. M. H., Islam, M. M., Hossen, M. S., Amiri, S. M. H., Mamun, M. S. A., & Akter, N. (2025). Designing the future of education : Integrating gamification , climate awareness , and cross-disciplinary learning into competency-based education. International Journal of Science and Research Archive, 16(1), 2084–2108. https://doi.org/https://doi.org/10.30574/ijsra.2025.16.1.2155
  3. Babatunde, Y., Adegbite, M. A., Oladipo, H. J., Omojuyigbe, J. O., Sampson-Oladipupo, E., Ibrahim, A. A., Oziama, B., Adedeji, O., & Ibrahim, A. D. (2023). Augmented reality and gamification in pharmacy education: A call for implementation in African countries and other low resource settings. Pharmacy Education, 23(1), 7–17. https://doi.org/10.46542/pe.2023.231.717
  4. Böckle, M., Micheel, I., & Bick, M. (2018). A Design Framework for Adaptive Gamification Applications. Proceedings of the 51st Hawaii International Conference on System Sciences |, 1227–1236.
  5. Cereda, F., & Cattolica, U. (2024). Gamification in physical education : exploring efficacy , challenges , and ethical considerations. Lifelong Lifewide Learning, 21(2023), 312–326.
  6. Chen, A., Li, L., & Shahid, W. (2024). Digital transformation as the driving force for sustainable business performance : A moderated mediation model of market-driven business model innovation and digital leadership capabilities. Heliyon, 10(8), e29509. https://doi.org/10.1016/j.heliyon.2024.e29509
  7. Dichev, C., Dicheva, D., Angelova, G., & Agre, G. (2014). From Gamification to Gameful Design and Gameful Experience in Learning. Cybernetics and Information Technologies, 14(4), 80–100. https://doi.org/10.1515/cait-2014-0007
  8. Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Marc, W. (2021). How to conduct a bibliometric analysis : An overview and guidelines. Journal of Business Research, 133(March), 285–296. https://doi.org/10.1016/j.jbusres.2021.04.070
  9. Doomun, R., & Greunen, D. Van. (2022). A qualitative investigation of student experience in a gamified course at the Open University of Mauritius. South African Computer Journal, 34(2), 94–106. https://doi.org/10.18489/sacj.v34i2.1085
  10. Farinha, J., & Pina, M. F. (2025). Cross-cultural perspectives on gamification in business environments: How cultural differences influence design and reception. In Evolving Strategies for Organizational Management and Performance Evaluation (pp. 77–88). IGI Global. https://doi.org/10.4018/979-8-3373-0149-5.ch005
  11. Funa, A. A., Gabay, R. A. E., & Ricafort, J. D. (2021). Gamification in genetics: effects of gamified instructional materials on the stem students’ intrinsic motivation. Jurnal Pendidikan IPA Indonesia, 10(4), 462–473. https://doi.org/10.15294/jpii.v10i4.32143
  12. Getman, A. P., Yaroshenko, O. M., Demenko, O. І., & Prokopiev, R. Y. (2024). Gamification for staff motivation : Impact on work efficiency and corporate culture at the international level. Journal of Economics and Management, 46, 274–299.
  13. Gribiea, A. M. (2026). Enhancing Teachers’ Technological Self-Efficacy and Well-Being: A Qualitative Study of an “AI for Beginners” Professional Development Program. Education Sciences, 16(2). https://doi.org/10.3390/educsci16020225
  14. Huseynli, B. (2024). Gamification in energy consumption : a model for consumers ’ energy saving. International Journal of Energy Economics and Policy Provided, 14(1), 312–320. https://doi.org/10.32479/ijeep.14395.This
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  16. Khaleel, F. L., Ashaari, N. S., Siti, T., & Tengku, M. (2020). The impact of gamification on students learning engagement. International Journal of Electrical and Computer Engineering (IJECE), 10(5), 4965–4972. https://doi.org/10.11591/ijece.v10i5.pp4965-4972
  17. Kirchner-krath, J., & Morschheuser, B. (2026). Gameful systems for corporate sustainability : systematic review , conceptual framework and research agenda on gamification and sustainable employee behavior in companies. Internet Research, 36(2), 513–550. https://doi.org/10.1108/INTR-06-2024-1000
  18. Kumaresan, V., Jeyakarthic, M., Manjula Devi, P., Jona Innisai Rani, P., Mohan, E., & Surendra, K. R. (2025). Personalized AI-Driven Online Education Technologies for Adaptive Learning and Cognitive Skill Enhancement. Proceedings of IEEE International Conference on Signal Processing,Computing and Control, 1045–1050. https://doi.org/10.1109/ISPCC66872.2025.11039410
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  28. Raju, R., Bhat, S., Bhat, S., Souza, R. D., & Singh, A. B. (2021). Effective Usage of Gamification Techniques to Boost Student Engagement. Journal of Engineering Education Transformations, 34(January), 713–717.
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  32. Saari, E. M., Ibrahim, N., Azmi, N. H., & Isa, N. K. M. (2023). Awareness on the Energy Saving Behaviour Among Students : Gamification Approach. Jurnal Teknologi Informasi Dan Pendidikan, 16(2), 203–217. https://doi.org/https://doi.org/10.24036/jtip.v16i2.813
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  34. Subitsha, R. S., Vetrivel, M., Shrimaulik, N., & Saravanan, K. (2025). Natural Language Processing-Driven Learning Platform for Personalized Education. Proceedings of International Conference on Visual Analytics and Data Visualization, ICVADV 2025, 174–180. https://doi.org/10.1109/ICVADV63329.2025.10961687
  35. Sunday, N. C., & Ogbaji, I. P. (2025). Digital ethics in virtual classrooms and educational technology: navigating challenges and opportunities. Journal Of Education, Management Sciences And Professional Studies, 1(2), 599–609.
  36. Tzoumis, K. A., Verri-Liberado, E., Khalil, K., & Holloway, K. (2025). Preparing for Multidisciplinary Decision-Making Using Role-Playing Games on Sustainability in Virtual Exchanges. In Sustainable Development Goals Series: Vol. Part F133 (pp. 113–130). Springer. https://doi.org/10.1007/978-3-031-76418-9_7
  37. Weng, C., Tran, K. N. P., Yang, C.-C., Huang, H.-I., & Chen, H. (2024). Can an augmented reality-integrated gamification approach enhance vocational high school students’ learning outcomes and motivation in an electronics course? Education and Information Technologies, 29(4), 4025–4053. https://doi.org/10.1007/s10639-023-11966-4.