This study presents a bibliometric analysis of 114 publications at the intersection of gamification and computational thinking from 2015 to May 2025, using Bibliometrix and VOSviewer to evaluate bibliometric performance and map the structural and thematic evolution of the field. The annual publication growth rate over 2015–2025 is 19.62%, indicating accelerating scholarly attention to this convergence. The research output has shown a fluctuating pattern of growth, with notable peaks in publication activity observed in 2021, 2023, and most prominently in 2024. Spain, Greece, China, and Italy emerged as the most prolific contributors. Trajkovik and Videnovik demonstrated the highest scholarly impact, each with an h-index of 3, 36 total citations, three publications since 2018, and an m-index of 0.375, reflecting sustained citation performance. Thematic clusters reveal diverse pedagogical strategies, particularly gamified and game-based approaches that integrate programming tools, problem-solving activities, and game elements to support computational thinking. Theoretically, the findings align with constructivist principles and self-determination theory, suggesting that such approaches foster autonomy, competence, and relatedness while enhancing learner motivation and engagement. The findings further emphasize the need to prepare educators for learner-centered, technology-enhanced instruction through the integration of gamification, immersive environments, artificial intelligence, and emerging STEM technologies. This study identifies key intellectual structures, keyword trends, collaboration networks, and influential authors, offering a comprehensive overview of the field and valuable insights for researchers exploring emerging trends, addressing knowledge gaps, and contributing to the future of gamification and computational thinking in education.
Triantafyllou et al. (Fri,) studied this question.