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
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
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