ABSTRACT Over the past two decades, gamification has emerged as a significant pedagogical approach in history education, attracting the attention of historians. This bibliometric study analyses 249 papers from 1994 to 2023, employing scientometric methods to identify trends, key authors, nations, institutions and highly cited documents. Data were processed using Microsoft Excel, Bibliometrix, Publish or Perish (PoP), and VOSviewer. Findings reveal a steady increase in publications, peaking at 26 articles in 2018. VOSviewer identified six research clusters focused on gamification, history education, and history teaching. Elementary school applications emphasise technology, enjoyment, and curiosity, while high school games prioritise analytical skills and critical thinking, utilising online databases, digital archives, and multimedia technologies. The COVID‐19 pandemic further accelerated the growth of the gaming industry, with video games gaining popularity for their roles in social interaction, education, and entertainment. The University of Murcia led in publications, followed by institutions in Greece, Brazil and Taiwan. The United States, Spain and Canada were the most productive countries, with scholars like Seng Yue Wong, Sara de Freitas, Christopher Peters and Panagiotis Petridis emphasising national and academic collaborations over international partnerships. Gamification enhances engagement in history education, but its implementation requires age‐appropriate integration of virtual and augmented reality technologies tailored to learners' developmental characteristics.
Shen et al. (2025) studied this question.