A Ten-Year Bibliometric Study on Augmented Reality in Mathematical Education
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Resumo
This study analyzes trends, collaborations, and research developments on augmented reality (AR) in mathematics education using a bibliometric approach. Data were collected from the Scopus database on July 31, 2024, identifying 542 documents published between 2015 and 2024. After screening, 194 journal articles were selected for analysis. Using VOSviewer, the study produced visualizations related to document types, publication trends, journal sources, research subjects, institutions, countries, keywords, and author collaborations. The results show that 88.7% of the documents are journal articles, indicating that this topic is predominantly published in scholarly journals. Publication trends reveal significant growth since 2016, peaking in 2024, reflecting increasing global interest. Education Sciences and IEEE Access are among the top journal sources. Subject-wise, social sciences and computer science are the main disciplines exploring AR in mathematics education. Chitkara University (India) and Johannes Kepler University Linz (Austria) are leading institutions, while the United States, Malaysia, and Spain contribute the most publications. Keyword analysis shows rapid growth in research using terms such as "augmented reality" and "mathematics education," emphasizing the role of immersive technology in enhancing student engagement and conceptual understanding through visual and interactive learning. Influential authors like Lavicza, Mantri, and Haas highlight the importance of global collaboration. Based on a thematic analysis of the most-cited articles, this study proposes the AI Mathematical Education Impact and Outcome Framework. In conclusion, although research on AR in mathematics education has significantly advanced, further studies are needed to evaluate its effectiveness across varied educational contexts.
Dados da obra
- Tipo
- Artigo
- Periódico
- European Journal of Educational Research, v. 14, n. 3, p. 723-741
- Editora
- RU Publications
- Ano
- 2025 (2025-05-14)
- Idioma
- en
- Palavras-chave
- augmented reality; mathematics education; research trends; co-authorship; immersive technologies; student engagement; conceptual understanding; publication growth
- DOI
- 10.12973/eu-jer.14.3.723
- ISSN
- 2165-8714
- Acesso
- Download disponível
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
GUSTETI, Meria Ultra et al.. A Ten-Year Bibliometric Study on Augmented Reality in Mathematical Education. European Journal of Educational Research, v. 14, n. 3, p. 723-741, 2025. DOI: https://doi.org/10.12973/eu-jer.14.3.723.
APA
Gusteti, M. U., Musdi, E., Dewata, I., & Rasli, A. (2025). A Ten-Year Bibliometric Study on Augmented Reality in Mathematical Education. European Journal of Educational Research, 14(3), 723-741. https://doi.org/10.12973/eu-jer.14.3.723
BibTeX
@article{gusteti2025,
author = {Gusteti, Meria Ultra and Musdi, Edwin and Dewata, Indang and Rasli, Amran},
title = {A Ten-Year Bibliometric Study on Augmented Reality in Mathematical Education},
year = {2025},
journal = {European Journal of Educational Research},
volume = {14},
number = {3},
pages = {723-741},
publisher = {RU Publications},
doi = {10.12973/eu-jer.14.3.723},
language = {en}
}RIS
TY - JOUR AU - Gusteti, Meria Ultra AU - Musdi, Edwin AU - Dewata, Indang AU - Rasli, Amran TI - A Ten-Year Bibliometric Study on Augmented Reality in Mathematical Education PY - 2025 JO - European Journal of Educational Research VL - 14 IS - 3 SP - 723 EP - 741 DO - 10.12973/eu-jer.14.3.723 LA - en ER -
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