Abstract
Digital Game-Based Learning (DGBL) has emerged as a significant research area in educational technology, providing innovative strategies to foster student engagement and improve learning outcomes. This study conducts a bibliometric analysis of DGBL research published between 2014 − 2024, examining publication trends, key research themes, influential authors, and collaboration networks. Using bibliometric tools, we analyse data from major academic databases to identify the most cited publications, prominent journals, and emerging research directions in the field. Drawing data from the Scopus database and utilizing bibliometric tools such as R's Bibliometrix and VOS viewer, the analysis identifies trends in publication growth, citation patterns, author collaborations, and journal prominence. The findings reveal a steady increase in DGBL research, with a strong focus on gamification, adaptive learning, and cognitive skill development. Moreover, the study underscores the importance of interdisciplinary collaboration and technological advancements in shaping the future of DGBL. The results provide valuable insights for educators, researchers, and policymakers, facilitating a deeper understanding of the evolution and impact of DGBL in modern education. Key challenges identified include limited access to technology in educational settings, design complexities in aligning games with pedagogical goals, and difficulties in evaluating learning outcomes through traditional assessment tools. Despite these barriers, the field is expanding rapidly, offering new possibilities for personalized and experiential learning through digital platforms. This bibliometric inquiry offers valuable insights for educators, policymakers, and researchers seeking to maximize the potential of DGBL and encourages future research to explore qualitative and empirical dimensions that complement the current bibliometric findings, thereby deepening the understanding of DGBL’s pedagogical value.