AUGMENTED REALITY IN EDUCATION: A BIBLIOMETRIC ANALYSIS

Abstract

The application of augmented reality in education has become increasingly important in recent years. This research aims to reveal trends over the last twenty years with bibliometric analysis to examine the results of articles related to the use of augmented reality in education. This research collects data from the Scopus database from 2003 to 2023, uses the Scopus website analysis features, and visualizes the bibliometric network using Vosviewer. A total of 1,772 studies were accessed through various screening processes. This research distributes publications based on year, country, author, and most cited articles. Among the most published articles indexed by Scopus, papers published by researchers in the United States have the highest number of publications (302), followed by Spain (166) and China with 131 publications. Computer science provided the largest contribution by subject area (858 articles). The five most popular journals in AR are Education and Information Technologies, Computers and Education, Education Sciences, Sustainability Switzerland, and the International Journal of Emerging Technologies in Learning. It has been detected that Wu H.-K. et al. are the most popular authors, with a citation level reaching 3022 citations. The concepts that became clear in the co-occurrence analysis group were “augmented reality,"  “virtual reality,"  "education,"  "teaching,"  “students,” and "e-learning.”