Computational Thinking in Primary-Level Game-Based Learning: A Bibliometric and Systematic Review of Game Typologies and Computational Thinking Dimensions

Abstract

Objective: This study examines the development of computational thinking (CT) in the context of game-based learning (GBL) at the primary education level, focusing on research trends, game typologies, and CT dimensions. The objective is to provide a comprehensive and integrated synthesis of how CT is conceptualized and implemented within GBL. Method: A combined approach of bibliometric analysis and systematic literature review (SLR) was employed. Data were collected from the Scopus database and analyzed using Biblioshiny and following PRISMA guidelines. A total of 15 articles met the inclusion criteria and were analyzed.  Results: indicate that research on CT in GBL shows a growing but non-linear trend, reflecting an emerging field. Bibliometric network analysis reveals that computational thinking functions as a central node linking key themes such as collaborative learning, artificial intelligence, and primary education, although the thematic structure remains fragmented. In terms of game typologies, digital and programming-based games dominate, while unplugged and hybrid approaches are still limited. Furthermore, four main CT dimensions are identified: computational concepts, computational practices, algorithmic thinking, and computational perspectives; however, most studies emphasize only partial dimensions.  Novelty: The novelty of this study lies in its integrated analytical framework that connects bibliometric trends, thematic structures, game typologies, and CT dimensions within a single synthesis. This study highlights the need for more holistic and pedagogically grounded approaches to developing CT through GBL in primary education.