Review Article
Aizhan B. Shadyrova, Galiya A. Abayeva, Serik K. Ashirov, Sanzhar T. Mamadaliyev, Ayakoz E. Seiilbek, Yulduz S. Eshakhanova
CONT ED TECHNOLOGY, Volume 18, Issue 1, Article No: ep634
ABSTRACT
This study reviews research on inclusive education through educational technology by exploring 184 Scopus-listed English-language publications published over the years 2010-2025 using systematic methods. We assess publication trends, citation relationships, where the work is published, who the authors are, how institutions are involved and funding sources to see the growth of this high-priority area of study. From 2010, we note a slow start, but from 2011 publications increased steadily until 2018. From 2019 to 2023, the pace of growth has been much faster, leading to an increase in annual publications over the last decade. Spanish, American and United Kingdom forces account for most of the participation, whereas developing countries are not strongly represented. The citation analysis indicates that the studies related to assistive technology, universal design for learning and teacher training represent the most significant literature in the area, and the average citations have increased more than three times since 2015. Network diagrams highlight the many joint research efforts among European nations, but opportunities for North-South cooperation are still limited. In fact, most of studies were supported, mainly by national education departments and the European Union framework. An analysis of keywords demonstrates how education has shifted focus, from using basic technology in the early 2010s to using artificial intelligence for personalized learning in the 2020s. The report ends by pointing out four major areas for future study as using virtual and augmented reality for students with special needs, addressing ethical considerations with AI in all schools, preparing all teachers to use technology in class and finding affordable technology for low-resource schools. These results provide proof for policymakers and highlight areas that should be looked into further.
Keywords: inclusive education, educational technology, bibliometric analysis, Scopus, research trends, assistive technology, universal design for learning
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
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