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All Journal RABIT: Jurnal Teknologi dan Sistem Informasi Univrab Journal of Information Systems and Informatics
Umi Rosyidah
Diponegoro University
Computer Science & IT Engineering

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PEMETAAN TREN GLOBAL DALAM PENELITIAN PEMBELAJARAN BERBASIS PERMAINAN DIGITAL: TINJAUAN BIBLIOMETRIK (2001–2024) Umi Rosyidah; Purwanto Purwanto; Putri Taqwa Prasetyaningrum
Rabit : Jurnal Teknologi dan Sistem Informasi Univrab Vol 11 No 1 (2026): Januari
Publisher : LPPM Universitas Abdurrab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36341/rabit.v11i1.7398

Abstract

The rapid advancement of digital technology has driven the rise of Digital Game-Based Learning (DGBL) as an innovative educational approach. Yet, the field’s research themes, key actors, and future directions remain insufficiently mapped. This study conducts a bibliometric analysis of international publications from 2001 to 2024, using Scopus and IEEE databases, with the number of data analyzed as many as 5,854 scientific articles, to identify leading keywords, authors, institutions, and countries, examine major issues and sources, and trace the evolution of themes and emerging topics. Results indicate that educational games and game-based learning remain central, while frontier technologies such as artificial intelligence and augmented reality have proliferated since 2018. Research trends cluster into emerging (AI, AR, cybersecurity, critical thinking), established (GBL, e-learning, curricula, cognitive training), and declining (CAI, aggression, action video games) topics. Network analysis shows that the United States dominates at around 30%, Spain at 17%, and the United Kingdom at 14%. In practice, they offer opportunities for innovative instructional design that leverage AI for adaptive systems and AR for immersive educational experiences. In addition, the opportunity to develop new conceptual models that explain how games can function as adaptive learning ecosystems, combining pedagogical theory, cognitive psychology, and digital technology, is very open.  
Hierarchical Cognitive Structuring and Game Mechanics Alignment in Educational Game Systems: A Systematic Literature Review Umi Rosyidah; Purwanto; Putri Taqwa Prasetyaningrum
Journal of Information System and Informatics Vol 8 No 5 (2026): October
Publisher : Asosiasi Doktor Sistem Informasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63158/journalisi.v8i5.1739

Abstract

Educational games are increasingly used to support meaningful learning, yet the ways in which cognitive progression is translated into game mechanics and system-level design remain insufficiently explicit in the literature. This study followed the PRISMA 2020 guidelines to review empirical studies published between 2015 and 2025 and indexed in Scopus and IEEE Xplore. After screening and eligibility assessment, 68 studies were included. Constructivist approaches were predominant, while only 15 studies (22.1%) explicitly represented a hierarchical cognitive structure to organize gameplay progression; the remaining 53 studies (77.9%) represented cognitive progression implicitly. Recurring operational patterns included level-based progression, sequenced task organization, and adaptive scaffolding through feedback. The findings indicate that explicit cognitive-mechanics alignment is underreported in the reviewed corpus rather than absent from educational game design. For design practice, the results highlight the need for traceable frameworks that connect cognitive objectives with missions, rules, feedback, progression, and assessment tasks. Because the search was limited to Scopus and IEEE Xplore, the findings should not be interpreted as exhaustive coverage of all educational game research.
Co-Authors Prasetyaningrum, Putri Taqwa Purwanto Purwanto Purwanto Putri Taqwa Prasetyaningrum