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.