ArticleMedicine2025
Looking to the future through data: The rise and potential of gamification in medical education - A bibliometric analysis from 2000 to 2024.
Article in Medicine, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper, 1 of them a synthesis that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed, 1 synthesis or guideline pooled it.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundAdvancements in educational technology have highlighted the significant potential of gamification in medical education. Herein we employed bibliometric methods to systematically analyze the development pathways and prospects of gamification in medical education from 2000 to 2024, offering data-driven insights for educators and researchers.
methodsUsing the Web of Science Core Collection database, we identified 364 relevant articles on gamification in medical education published from 2000 to 2024 through a specific search strategy. Visualization analyses of publication trends, research hotspots, collaboration networks, and highly cited literature were performed using tools such as VOSviewer, CiteSpace, HisCite Pro, Bibliometrix, and ggplot2.
resultsThe analyzed literature spanned 796 institutions, with the United States and European countries leading in publication numbers and collaborative exchanges. The National University of Singapore made the most significant contributions, and Professor Tobias Raupach emerged as the most prolific and highly cited author. JMIR Serious Games was identified as the most influential journal in this field. Keyword clustering analysis indicated that teaching technologies in medical education are evolving from basic gamification towards more immersive, intelligent, and interactive learning experiences.
conclusionGamification enhances learner engagement and outcomes in medical education, fostering core medical competencies, and professional qualities. We report key development trends and research hotspots, emphasizing the importance of international collaboration. Future research should explore the long-term benefits of gamified learning, personalized learning paths, and the integration of gamification within ethical and standard frameworks to drive continuous innovation in medical education.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.