Research Trends and Learning Innovations in Gamification for Creativity and Creative Thinking

Purpose and Rationale The integration of gamification—the application of game design elements in non-game contexts—into educational settings has gained significant attention over the past decade. Educators and researchers have explored its potential to enhance various cognitive and affective outcomes, including motivation, engagement, and learning achievement. However, the specific relationship between gamification and the development of creativity and creative thinking remains underexplored and fragmented across the literature. Creativity is widely recognized as a crucial 21st-century skill, essential for problem-solving, innovation, and adaptability in both academic and professional contexts. While gamification is theorized to foster creativity by providing safe, interactive, and feedback-rich environments that encourage exploration and risk-taking, the empirical evidence supporting this claim has not been systematically synthesized. Furthermore, the intellectual structure of this research field—including influential works, key themes, and collaborative networks—has not been comprehensively mapped. This research project addresses these gaps by conducting a two-stage, mixed-methods review of the literature. The purpose of this study is twofold: To map the intellectual landscape of research on gamification for creativity in education using bibliometric analysis (BA). To synthesize the empirical evidence on how gamification is implemented to foster creativity, its effectiveness, and the associated pedagogical strategies and challenges using a systematic literature review (SLR). By integrating quantitative mapping with qualitative synthesis, this study aims to provide a holistic understanding of the field, offering valuable insights for educators, instructional designers, and researchers seeking to harness gamification for creativity development. Research Questions The study is guided by five research questions, organized by the two analytical stages: Bibliometric Analysis (BA): RQ1: What are the publication trends and performance metrics (e.g., annual output, influential authors, key journals, leading countries/institutions) in the research on gamification for creativity in educational contexts from 2016 to 2026? RQ2: What is the knowledge structure of this field, including key themes, co-citation networks, and research fronts? Systematic Literature Review (SLR): RQ3: What gamification elements and pedagogical strategies are employed in empirical studies aiming to foster creativity and creative thinking in educational settings? RQ4: What is the impact of gamification on learners' creativity and creative thinking outcomes, as reported in experimental studies? RQ5: What are the reported challenges and enabling factors in implementing gamification for creativity development? Methodology Overview This study employs a sequential two-stage design, combining bibliometric analysis with a systematic literature review, following established guidelines for rigorous and transparent reviews (e.g., PRISMA). Data Sources and Search Strategy: Metadata was systematically searched on February 1, 2026, across three major academic databases: Scopus, Web of Science (WoS), and PubMed. The search string combined terms related to gamification (gamifi), creativity (creativ), and educational context (education OR teach* OR learn* OR student* OR school OR universit* OR college), utilizing Boolean operators, wildcards, and field tags. The full search strings for each database are provided in Appendix A. Study Selection Process: The selection process followed the PRISMA 2020 flow diagram (see Figure 1/image.png). A total of 1,452 records were initially identified. After automated screening (publication year: 2016–2026; document type: article; source: journal; language: English), 838 records were excluded. The remaining 614 reports were assessed for eligibility for the bibliometric analysis, leading to the exclusion of 151 records and removal of 54 duplicates, resulting in a final BA sample of 97 studies. For the SLR stage, these 97 studies were further screened against additional criteria: experimental research design and explicit measurement of creativity or creative thinking. After title/abstract screening (26 excluded) and full-text review (7 excluded), a final SLR sample of 19 empirical studies was identified. Data Analysis: Bibliometric Analysis (for RQ1–RQ2): The 97 studies will be analyzed using bibliometric software (e.g., VOSviewer, Bibliometrix R package). Analyses will include: Performance analysis: publication trends, most productive authors, journals, countries, and institutions. Science mapping: co-authorship networks, co-citation analysis, bibliographic coupling, and keyword co-occurrence analysis to identify thematic clusters and research fronts. Systematic Literature Review (for RQ3–RQ5): The 19 empirical studies will undergo thematic synthesis. Data will be extracted on study characteristics, gamification elements, pedagogical strategies, creativity measurement tools, reported outcomes (quantitative and qualitative), and implementation challenges. Findings will be synthesized narratively to identify patterns, gaps, and implications for practice and future research. Expected Outcomes This research project is expected to produce the following outcomes: Comprehensive Intellectual Map: A visual and descriptive mapping of the research landscape on gamification for creativity in education, identifying key contributors, influential works, and evolving thematic clusters over the past decade. Typology of Gamification and Pedagogical Approaches: A synthesized classification of the gamification elements (e.g., points, badges, leaderboards, narratives) and pedagogical strategies (e.g., problem-based learning, collaborative design) that have been empirically tested for fostering creativity. Evidence Synthesis on Effectiveness: A nuanced summary of the evidence regarding the impact of gamification on creativity outcomes, highlighting contexts where it is most effective, mixed, or ineffective, and identifying which combinations of elements yield the strongest effects. Framework of Implementation Challenges: A thematic framework of the barriers and enablers encountered when implementing gamification for creativity, offering practical guidance for educators and instructional designers. Research Gap Identification: A clear articulation of gaps in the current literature, providing directions for future research, such as understudied educational levels, neglected gamification elements, or the need for more rigorous longitudinal designs. Significance and Contribution This study will make several contributions to the fields of educational technology, gamification studies, and creativity research: Theoretical Contribution: It will clarify the conceptual connections between gamification mechanics and creativity outcomes, potentially informing the development of more robust theoretical models. Methodological Contribution: By combining BA and SLR, it demonstrates a rigorous, mixed-methods approach to reviewing a complex, interdisciplinary field. Practical Contribution: It will provide evidence-based recommendations for educators and practitioners seeking to design gamified learning environments that genuinely foster creative thinking skills. Policy Contribution: It may inform curriculum developers and educational policymakers about the potential role of gamification in nurturing 21st-century competencies. By the conclusion of this project, we aim to have produced a definitive, comprehensive overview of the state of research on gamification for creativity in education, serving as a foundational resource for future scholarship and practice.