This bibliometric study investigates the evolution of research on game-based learning (GBL) and gamification in education from 2015 to 2025, using data extracted from the Web of Science Core Collection. The analysis covers over 900 peer-reviewed sources and explores trends in author collaboration, institutional networks, and thematic developments across both K-12 and higher education contexts. Key areas of focus include the design and evaluation of serious games for STEM subjects, gamified assessment tools for formative feedback, student engagement frameworks, and the psychological principles underlying game mechanics such as reward systems, storytelling, and avatar customization. The findings point to increasing interdisciplinarity between education, computer science, and psychology departments, particularly in the United States, Spain, and South Korea. Despite a growing interest in mobile and hybrid learning environments, the research landscape reveals significant fragmentation in outcome evaluation frameworks and scalability strategies. The study recommends unified measurement models, stronger industry-education partnerships, and culturally responsive game content to ensure equitable learning experiences. Future directions include the integration of virtual reality, adaptive learning engines, and AI-driven game scenarios into mainstream education.

Keywords: Game-based learning, gamification, student engagement, digital education, serious games, motivation, bibliometric study.