Review Article
Liu Dan, Hasnah Binti Mohamed
CONT ED TECHNOLOGY, Volume 16, Issue 4, Article No: ep526
ABSTRACT
The widespread use of contemporary flipped classrooms for teaching, especially in language learning, provides new insights. Flipped classrooms are two important aspects of language learning that produce impactful outcomes and understanding. It is essential that these processes be used to strengthen the system of language learning. We used PRISMA statement templates for bibliometric analysis. The analysis is based on publications from 2014 to 2023. We examined and analyzed 309 databases from Scopus to gain insights into flipped classrooms and language learning. Concurrently, distinct inclusion and exclusion standards were applied for the screening process. Through a bibliometric analysis, we have determined the distribution of publications on the impact of flipped classrooms on language learning between 2014 and 2023. Additionally, we have identified the most significant journals and authors, the prominent countries engaged, the primary research keywords, and the key subject areas explored. This study illustrates trends and suggestions for flipped classroom and language learning. Suggestions are also made to improve students’ academic performance by making full use of the effects of flipped classroom on language learning.
Keywords: flipped classroom, flipped learning, language learning, bibliometric analysis
Review Article
Olga V. Sergeeva, Ekaterina V. Zvereva, Yuliya P. Kosheleva, Marina R. Zheltukhina, Alexey I. Prokopyev, Denis A. Dobrokhotov
CONT ED TECHNOLOGY, Volume 16, Issue 3, Article No: ep514
ABSTRACT
This article has crafted a detailed bibliometric review of gamified learning in higher education which provides the reader a broad scientific background and an overview of relevant publications and their up-to-date status in this growing domain. The study examines the spread of publications over the time, revealing a development of a dynamic curve from minor to peak in 2021, and then leveled-off of activity in the rest of the years. There is special focus on high-achieving authors and institutions that are praised by the work for their key contributions to the field of gamified learning research. The aspect of global geographical distribution of gamified learning studies in the literature is expounded. While the USA and Turkey rank first in this regard, they also head the discourse. The role of key journals and a citation analysis provide the evidence of the highly reputable and established place the gamified leaning has in higher education. This bibliometric review offers important information about the multifaceted aspects of gamified learning and subsequently may be used by future researchers to dig deeper and contribute to the literature.
Keywords: gamified learning, higher education, bibliometric review
Review Article
Izida I. Ishmuradova, Alexey A. Chistyakov, Alexey D. Chudnovskiy, Elena V. Grib, Sergey V. Kondrashev, Sergei P. Zhdanov
CONT ED TECHNOLOGY, Volume 16, Issue 2, Article No: ep508
ABSTRACT
This study looks closely at research papers about blended learning (BL) from the last 10 years (2014-2023). It pulls information from Scopus and Web of Science (WoS). By using both, it gives a full picture of what is being published and what’s important in BL research. The search found 1,704 articles in Scopus and 1,545 in WoS. After putting them together and removing duplicates, there were 2,455 articles for the study. The study used a Bibliometrix R to look at who published a lot, which countries and schools did most, who worked together, and which articles got mentioned a lot. Each year, the number of articles grew by about 15.58%. Most of these, 93.00%, were articles. Universities in Australia were among those that wrote the most. “Education and Information Technologies” and “International Journal of Educational Technology in Higher Education” were often cited, which shows they have big roles in this research area. Some of the main researchers who connect a lot of the work are Zhu, Graham, and Jackson. It is found that keywords “higher education”, “online learning”, “students”, and “COVID-19” are very common in discussions and help shape the research being done. While much research comes from Australia and the West, there is also growing work from Asia and the Middle East. This shows that BL is becoming important in different parts of the world. But there’s a chance to get more research from less wealthy countries. This study puts together a clear picture of BL research. It looks at what’s been published, who talks to who, and which places are doing the work. The research has grown who the main people are, where there’s a gap between different regions, and what we should think about for the future. This can help make policies and change how we teach.
Keywords: bibliometrics, blended learning, higher education, research impact, knowledge mapping
Review Article
Yessane Shrrie Nagendhra Rao, Chwen Jen Chen
CONT ED TECHNOLOGY, Volume 16, Issue 2, Article No: ep502
ABSTRACT
This bibliometric study on data mining in education synonymous with big educational data utilizes VOSviewer and Harzing’s Publish and Perish to analyze the metadata of 1,439 journal articles found in Scopus from 2010 to 2022. As bibliometric analyses in this field are lacking, this study aims to provide a comprehensive outlook on the current developments and impact of research in this field. This study employs descriptive and trends analysis, co-authorship analysis, co-citation analysis, co-occurrences of keywords, terms map analysis, and analysis of the impact and performance of publications. It also partially replicates a similar study conducted by Wang et al. (2022), who used the Web of Science (WoS) database. The study is reported in an article entitled ‘Big data and data mining in education: A bibliometrics study from 2010 to 2022’. Results show that data mining in education is a growing research field. There is also a significant difference between the publications in Scopus and WoS. The study found several research areas and topics, such as student academic performance prediction, e-learning, machine learning, and innovative data mining techniques, to be the core basis for collaborating and continuing current research in this field. These results highlight the importance of continuing research on data mining in education, guiding future research in tackling educational challenges.
Keywords: educational data mining, big data, education, bibliometric analysis, Scopus
Review Article
Krishnashree Achuthan, Vysakh Kani Kolil, Sharanya Muthupalani, Raghu Raman
CONT ED TECHNOLOGY, Volume 16, Issue 1, Article No: ep493
ABSTRACT
The accelerated adoption of distance learning in post-pandemic times has resulted in increasing research publications and review studies in a short time. This necessitates the exploration of a large corpus of academic publications for effective distance learning and learning strategies. As distance learning stakeholders have assimilated the transactional approach to understanding distance learning, transactional distance theory (TDT) is relevant to understand ways to reduce the distance between learners and educators for maximum effectiveness of distance learning. Our study applies TDT to review distance learning from a supply perspective and as a tool to ensure the improved quality of distance learning. This paper has two key contributions: we have presented evidence synthesis and conducted a foresight exercise. Following preferred reporting items for systematic reviews and meta-analyses guidelines, 275 documents published between 1994 and 2022 were identified for review. Our analysis revealed patterns, relationships, and trends in the application of TDT in various distance learning contexts. Most TDT research is conducted in social sciences (83.7%), with computer science accounting for 42.6% of the studies. The course materials’ structure and design have also received considerable attention, with around 40.0% of the research focused on this area. For distance learning, studies revolve around factors such as student engagement, satisfaction, and TDT, which examine the distance between learners and instructors in various learning environments. Through systematic review and meta-analysis, we identify the three thematic areas in TDT research on distance learning. We have chartered themes on the effect of alternate design distance learning platforms on learner success, pushing the development boundaries in distance learning success through TDT, and the practical processes for designing successful distance learning courses via TDT-based pedagogical frameworks. In doing so, we streamline research in TDT and distance learning thematically and provide insight into further work. In addition, this study analyzed the relationships between sustainable development goal (SDG) and TDT literature. The co-citation analysis suggested that the strongest links were observed between education and innovation (SDG 4 and SDG 9), followed by education and gender equality (SDG 4 and SDG 5).
Keywords: bibliometrics, sustainable development, SDG, e-learning, TDT, transactional distance, science mapping
Review Article
Galiya A. Abayeva, Gulzhan S. Orazayeva, Saltanat J. Omirbek, Gaukhar B. Ibatova, Venera G. Zakirova, Vera K. Vlasova
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep471
ABSTRACT
The concept of ubiquitous learning has emerged as a pedagogical approach in response to the advancements made in mobile, wireless communication, and sensing technologies. The domain of ubiquitous learning is distinguished by swift progression, thereby presenting a difficulty in maintaining current knowledge of its developments. The implementation of bibliometric analysis would enable the tracking of its development and current status. The objective of the present investigation is to perform a thorough bibliometric examination of the domain of ubiquitous learning. This research aims to discern significant attributes, patterns, and influencers within the discipline by analyzing scholarly works. The primary objective of this study is to provide a comprehensive depiction of the salient characteristics and patterns exhibited by the datasets employed in ubiquitous learning research, namely Scopus, Web of Science (WoS), and merged datasets. Additionally, the study seeks to trace the historical development of publications in this domain and to ascertain the most noteworthy publications and authors that have exerted a significant impact on this field. This study provides an extensive bibliometric analysis of ubiquitous learning, examining output from Scopus, WoS, and a merged dataset. It highlights the field’s growth and the rising use of diverse data sources, with Scopus and the merged dataset revealing broader insights. The analysis reveals an interest peak in 2016 and a subsequent decline likely due to incomplete recent data. Documents, predominantly articles, differ across databases, underscoring the unique contributions of each. The study identifies “Lecture Notes in Computer Science” and “Ubiquitous Learning” as major research sources. It recognizes Hwang, G.-J. as a highly influential author, with Asian institutions leading in research output. However, Western institutions also show strong representation in WoS and merged databases. Despite variations in total citation counts, countries like China, Switzerland, and Ireland contribute significantly to the field. Terms like “mobile learning” and “life log” have vital roles in bridging research clusters, while thematic maps reveal evolving trends like mobile learning and learning analytics. The collaborative structure and key figures in ubiquitous learning are illuminated through network analysis, emphasizing the importance of cross-database analysis for a comprehensive view of the field.
Keywords: bibliometric analysis, Scopus, ubiquitous learning, WoS
Review Article
Roza S. Akhmadieva, Natalia N. Udina, Yuliya P. Kosheleva, Sergei P. Zhdanov, Maria O. Timofeeva, Roza L. Budkevich
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep460
ABSTRACT
A descriptive bibliometric analysis of works on artificial intelligence (AI) in science education is provided in this article to help readers understand the state of the field’s research at the time. This study’s main objective is to give bibliometric data on publications regarding AI in science education printed in periodicals listed in the Scopus database between 2002 and 2023 end of May. The data gathered from publications scanned and published within the study’s parameters was subjected to descriptive bibliometric analysis based on seven categories: number of articles and citations per year, countries with the most publications, most productive author, most significant affiliation, funding institutions, publication source and subject areas. Most of the papers were published between 2016 and 2022. The United States of America, United Kingdom, and China were the top-3 most productive nations, with the United States of America producing the most publications. The number of citations to the publications indexed in Scopus database increased in a progressive way and reached to maximum number in 2022 with 178 citations. Most productive author on this topic was Salles, P. with four publications. Moreover, Carnegie Mellon University, University of Memphis, and University of Southern California have the maximum number of publications as affiliations. The National Science Foundation was the leader funding institution in terms of number of publications produced. In addition, “Proceedings Frontiers in Education Conference Fie” have the highest number of publications by year as a publication source. Distribution of the publications by subject area was analyzed. The subject areas of the publications were computer sciences, social sciences, science education, technology and engineering education respectively. This study presents a vision for future research and provides a global perspective on AI in science education.
Keywords: artificial intelligence, science education, STEM, bibliometric review
Review Article
Warakon Phommanee, Boonrat Plangsorn, Sutithep Siripipattanakul
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep453
ABSTRACT
Learning experience design (LXD) is a new wave in educational technology and learning design. This study was conducted to clarify conceptual change to practice by applying a systematic literature review to a combination text mining and bibliometric analysis technique to visualization network. Based on the study selection articles from SCOPUS. Our research questions focused on the changing concept, the elements of dimensionality, and the process or practice of LXD. The findings showed that 152 articles were finally selected to be analyzed. Conceptualizing LXD is currently underway in design thinking and user research methods with emphasis on the empathize process. Moreover, three dimensions to consider including (1) design dimension focus on user experience design in a technology context, (2) learning dimension focus on instructional design and learning theory, and (3) standard dimension focus on assessment and evaluation in learning goal and project management. In addition, five steps cycle for practice follows: research learners as users and learning goals, design with ideate, develop prototyping, validity testing, and launch and follow-up. These factors enhance learning engagement and aesthetics for a great learner experience and learning efficacy.
Keywords: conceptual to practice, learning experience design, systematic review, text data, bibliometric analysis
Review Article
Muslimat G. Akhmedova, Gasangusein I. Ibragimov, Nina I. Kryukova, Natalya A. Galchenko, Larisa Y. Lutskovskaia, Zhanna M. Sizova, Marat R. Minkin
CONT ED TECHNOLOGY, Volume 15, Issue 3, Article No: ep444
ABSTRACT
This article provides a bibliometric overview of publications on eLearning trends in STE(A)M teaching and learning to give readers a better understanding of the current state of research in the field. The main objective of this study is to provide bibliometric data on publications on online teaching and learning trends for science, technology, engineering, and mathematics education (STEM) teaching and learning purposes printed in journals included in the Scopus database in the years 2011-2023. For the bibliometric analysis, STEM learning, STEM teaching, online education, bibliometric review keywords were used, and 136 documents from the Scopus database were chosen. The collected data of the publications scanned and published in the parameters of the study were subjected to a bibliometric analysis based on seven categories: number of articles and citations per year, most influential countries, most prolific author, most prominent affiliations, funding institutions, publication source, and subject areas. Network diagrams and bibliometric analyses were created using the Scopus database analysis. Most of the articles were published between 2016 and 2022. The United States of America, the United Kingdom, and China were among the top-three most productive countries, and the United States of America produced the most publications. The number of citations to publications indexed in the Scopus database is growing steadily and reached its peak in 2022 (178 citations). The most prolific author on this subject is Minichiello, A., with four publications. In addition, Stanford University and Utah State University have maximum publishing partners. By funding 16 publications for online STEM teaching and learning, the National Science Foundation has shown leadership. The topic areas of the publications’ distribution were looked at. The articles’ respective fields of study were social sciences and computer science. This study offers a vision for future research as well as a worldwide view of online learning for STEM teaching and learning.
Keywords: STEM learning, STEM teaching, online education, bibliometric review
Review Article
Aza D. Ioseliani, Natalia A. Orekhovskaya, Marina N. Svintsova, Evgeny G. Panov, Elena M. Skvortsova, Almira R. Bayanova
CONT ED TECHNOLOGY, Volume 15, Issue 3, Article No: ep426
ABSTRACT
This study’s main objective is to present bibliometric data on articles related to digital educational environments (DEEs) published in the journals indexed in Scopus database between 2003 and February 2023. The data collected from 61 articles published within the study’s scope were subjected to bibliometric analysis based on six categories: number of articles and citations, most cited articles, most used keywords, most influential countries, most-important institutions, and the most important journals. This study was designed as a descriptive study and offers bibliometric network maps of the most popular papers, keywords and countries, institutions, and journals. VOS viewer was used to create network diagrams and bibliometric analyses. The bibliometric analysis showed that the most frequently used keywords were digital learning environment(s), digital educational environment. The most prolific authors related to DEE are Antón-Sancho, Vergara, Barana, and Marchisio. The results showed that DEE studies were started in 2003 and the most articles were published in 2021. This study presents a global perspective on DEEs and proposes vision for future research.
Keywords: digital educational environment, digital learning environment, digital transformation in educational environment, bibliometric analysis
Review Article
Ritesh Chugh, Darren Turnbull
CONT ED TECHNOLOGY, Volume 15, Issue 2, Article No: ep405
ABSTRACT
Gaming is becoming a popular method of engaging students in learning processes across all levels of the educational community. The effective integration of gaming activities into course curricula has the potential to enhance student learning, motivation, and knowledge acquisition in a range of disciplines. However, gamification of education is not without its opponents, with many educators concerned about the negative impacts of game use on effective learning. This study enhances our understanding of contemporary practices related to the areas, usage and characteristics of gamification in education. It is of particular relevance to educational institutions with a focus on developing innovative teaching methods and curricula that utilize gamification techniques in a multi-disciplinary, cross-national context across all stages of formal learning. Through the use of bibliometric analysis techniques, our study of the citation relations of 3,617 publications identified ten prominent themes dominated by gamification: mobile gaming, physical education, health and medicine, business, learning performance, programming and computing, English language, teacher adoption, primary & secondary education, and mathematics. Clear evidence of increased student motivation to learn and improved course results were evident in the examined literature. This study will benefit serious game designers, educators, and educational institutions to develop more inclusive and engaging pedagogies that exploit the ubiquitous availability of gaming technologies for inclusion in more traditional course delivery methods.
Keywords: learning strategies, information and communication technology, teaching practices, knowledge creation, gamification, bibliometric analysis
Review Article
Ahmad Hamza Obidat
CONT ED TECHNOLOGY, Volume 14, Issue 3, Article No: ep374
ABSTRACT
The main objective of this study is to present a bibliometric analysis of research on e-learning accessibility at the global level. The bibliometric literature was comprised of 1,325 documents, after data pre-processing, published in Scopus database, covering the period from 1985 to 2021. First, a performance analysis was conducted to assess the publication performance of authors, institutions, countries, and other actors. Second, a science mapping analysis was performed to reveal the structure and dynamics of the e-learning accessibility field. As a result, the most productive, sources, authors, institutions, and countries were identified. Also, the collaboration patterns between particular actors were assessed. Furthermore, the e-learning accessibility research themes and their interrelationships were uncovered. This study contributes to the literature by providing useful information about the e-learning accessibility research status quo and, helps policymakers to achieve effective research planning. That is, it helps in objectively identifying strengths and gaps in e-learning accessibility research in terms of its growth, development, themes, impact, and coverage.
Keywords: bibliometric analysis, e-learning, accessibility, disability, educational technology
Research Article
Irene García-Lázaro, Jesús Conde-Jiménez, María Pilar Colás-Bravo
CONT ED TECHNOLOGY, Volume 14, Issue 2, Article No: ep352
ABSTRACT
The presence and use of technologies in educational settings is constantly increasing. Therefore, initial teacher education needs to prepare future teachers to deal with this technological implementation from both practical and pedagogical perspectives. This paper examines the treatment of technologies that initial teacher education offers to early childhood education and primary education preservice teachers facing their practicum experiences. A bibliometric and thematic review during the 2010-2020 period is conducted in WoS, Scopus, PsycInfo, and ERIC databases. An analysis of co-occurrence of terms and the creation of bibliometric maps are considered. The thematic analysis follows an inductive approach. Three big areas are addressed through this approximation: consideration of technologies before practicum, the use of technologies at the schools, and the study of preservice teacher’s personal variables. Findings show the importance of working with technological preparation of university supervisors and cooperating teachers when teacher candidates do their practicum. In this proposal, to consider the self-efficacy and technological, pedagogical and content knowledge model of preservice teachers is encouraged. Conclusions underline the importance of teaching and strengthening pedagogical and reflective experiences during the practicum. Limitations are considered.
Keywords: initial teacher education, bibliometric review, practicum, TPACK, educational technologies, teaching practices
Review Article
Cecilia Avila-Garzon, Jorge Bacca-Acosta, Kinshuk, Joan Duarte, Juan Betancourt
CONT ED TECHNOLOGY, Volume 13, Issue 3, Article No: ep302
ABSTRACT
Research on augmented reality (AR) in education is gaining momentum worldwide. This field has been actively growing over the past decades in terms of the research and development of new technologies. Reviews in the field of AR in education consist of systematic literature reviews and meta-analyses (around 45), surveys (around 33), and only one bibliometric analysis. However, these reviews do not provide a general synthesis of the research published in the field to depict its evolution over the years. This study used the metadata of articles from a 25-year period (1995-2020) to conduct a bibliometric analysis. A total of 3,475 studies were considered. In this study, we used tools such as the Scopus database, the bibliometrix R package, and the VOSviewer analysis tool. The analysis of the literature is based on the metadata, author, content, and citation information extracted from the dataset. In addition, we focus on comparing literature published mainly in journals (articles, articles in press, and reviews) and those published in other sources (conference papers, books, and book chapters). Practitioners could use the results of this study to make decisions about the adoption of AR technologies in education.
Keywords: augmented reality, education, learning, bibliometric, trends