Bibliometric Analysis of Studies on Augmented Reality in Science Education
Abstract
With the rapid advancement of digital transformation in education, the integration of augmented reality (AR) technologies into science education holds great potential to enhance learners' experiences and increase their motivation. However, when the role of AR in science education is well researched, there is a lack of comprehensive insight into the thematic and bibliometric trends shaping this field. This study presents a bibliometric analysis of the research focusing on the use of augmented reality in science education. The concepts of “science education” and “augmented reality” were searched on the Web of Science database on April, 2024 through the VOSviewer program and a total of 210 documents were identified. The documents were quantitatively analyzed and mapped in terms of year, author, citation, country, institution, institution, journal and keywords through the VOSviewer program. The results provided an overview and detailed insights into the evaluationof the reserach field. The results show a growing interest in AR-based science education research until 2022, followed by a slight decline thereafter. In addition, it was determined that there are intensive research activities related to AR technology in science education in certain countries. Considering related literature, this research contributed to a deeper understanding of the influence of digital technologies in science education.
Keywords
References
- Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1-11.
- Arici, F., Yildirim, P., Caliklar, Ş., & Yilmaz, R. M. (2019). Research trends in the use of augmented reality in science education: Content and bibliometric mapping analysis. Computers & Education, 142, 103647.
- Azuma, R., Baillot, Y., Behringer, R., Feiner, S., Julier, S., & MacIntyre, B. (2001). Recent advances in augmented reality. IEEE Computer Graphics and Applications, 21(6), 34-47.
- Bacca A., J. L., Baldiris Navarro, S. M., Fabregat Gesa, R., & Graf, S. (2014). Augmented reality trends in education: A systematic review of research and applications. Journal of Educational Technology and Society, 17(4), 133-149.
- Bronack, S. C. (2011). The role of immersive media in online education. The Journal of Continuing Higher Education, 59(2), 113-117.
- Buchner, J., & Kerres, M. (2023). Media comparison studies dominate comparative research on augmented reality in education. Computers & Education, 195, 104711.
- Cheng, K. H., & Tsai, C. C. (2013). Affordances of augmented reality in science learning: Suggestions for future research. Journal of Science Education and Technology, 22, 449-462.
- El Sayed, N. A. M., Zayed, H. H., & Sharawy, M. I. (2011). ARSC: augmented reality student card – an augmented reality solution for the education field. Computers & Education, 56(4), 1045–1061. http://dx.doi.org/10.1016/j.compedu. 2010.10.019.
- Enyedy, N., Danish, J. A., Delacruz, G., & Kumar, M. (2012). Learning physics through play in an augmented reality environment. International journal of computer-supported collaborative learning, 7(3), 347-378. https://doi.org/10.1007/s11412-012-9150-3
- Irwanto, I., Dianawati, R., & Lukman, I. (2022). Trends of augmented reality applications in science education: A systematic review from 2007 to 2022. International Journal of Emerging Technologies in Learning (iJET), 17(13), 157-175.