<p>This study examines gamification trends in vocational education before and after the COVID-19 pandemic, utilizing scientometric methods to analyze 485 articles published between 2000 and 2024. The methodologies employed in this research included co-occurrence analysis, citation analysis, and stylistic analysis. The study’s findings reveal several key insights: First, while the United States and the United Kingdom have historically been recognized as leaders in this field, emerging countries such as China, Indonesia, Malaysia, and Turkey are now positioned as leading contributors to gamification research. Second, it was observed that high-quality academic journals exhibit reluctance to publish articles in this area, in contrast to the higher publication frequency in conference proceedings. Third, the analysis of scientific mapping underscored the necessity for establishing a mediating cluster that bridges the concepts of gamification and vocational education. Fourth, the study identified the emergence of new research areas, including gaming addiction, particularly concerning digital games, and the integration of artificial intelligence and e-learning. Overall, the COVID-19 pandemic has accelerated changes in the advancement of gamification within vocational education, influencing electronics and game design. The implications of this study are substantial, offering valuable insights for researchers, technical and vocational educators, administrators, and policymakers engaged in the field.</p>