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This research paper conducts a thorough bibliometric analysis of ICT integration in education, examining trends, author prominence, institutional contributions, and thematic focus from 2014 to 2023. Utilizing the Dimensions academic research database, 1790 relevant publications were identified, and VOSviewer was employed to visualize bibliometric networks. The study reveals prolific authors, leading journals, contributing countries, influential publications, and evolving research themes, providing valuable insights for both scholars and practitioners in understanding and implementing educational technology. The research distinguishes itself through innovative visualizations and contributes to the literature by offering an updated review of ICT integration’s progress.
In recent decades, Information and Communication Technology (ICT) has significantly transformed education, revolutionizing the dissemination and acquisition of knowledge. This evolution traces back to the mid-20th century, with early computer-assisted instruction programs laying the groundwork. The integration of ICT has accelerated, driven by personal computers, the internet, and mobile technologies, creating a diverse and interconnected digital learning environment in the 21st century. This integration has revolutionized teaching and learning, offering new possibilities to enhance educational experiences and outcomes.
As technology advances, global attention towards ICT in education intensifies among researchers, policymakers, and educators. This review focuses on the period between 2014 and 2023, aiming to comprehensively map and analyze ICT integration in education. Employing bibliometric analysis, the study delves into research trends, emerging themes, and key areas of focus.
The review underscores the value of bibliometric analysis in understanding research trends and knowledge dissemination in ICT integration in education. By analyzing publication outputs, citation patterns, and collaboration networks, researchers gain insights into influential authors, institutions, and research topics. The study justifies the use of bibliometrics, highlighting its objectivity and quantifiability.
Science maps, or bibliometric maps, provide visual representations of bibliometric networks, aiding in understanding a research field’s structure and developments. Co-citation and co-keyword analyses reveal important concepts and relationships within the field, emphasizing their evolving nature.
The study’s interdisciplinary nature distinguishes it, encompassing multiple disciplines relevant to ICT integration in education. By considering a wide range of disciplines, the research offers a holistic understanding of factors influencing ICT integration. The study’s novelty lies in combining thematic tables with knowledge network maps from VOSviewer structure, providing a comprehensive view of the research field’s development.
In contributing to bibliometric knowledge, the study presents statistical insights into ICT integration in education based on the analysis of 1790 documents from 2014 to 2023. This comprehensive statistical overview could serve as a valuable resource for researchers and policymakers, aiding in the identification of influential studies, journals, and emerging research areas. The study’s objectives include identifying key trends, evaluating research impact, and pinpointing opportunities for further examination in under-researched aspects of ICT integration in education.
In recent years, there has been significant attention on integrating Information and Communication Technology (ICT) in education. A bibliometric analysis from 2014 to 2023, using VOSviewer, reveals trends and the research landscape in this field. Mlambo et al. (2020) found that improving educators’ ICT self-efficacy enhances ICT integration in resource-constrained contexts. Sergi et al. (2020) advocate for combining systematic literature review with bibliometric analysis to enhance objectivity in understanding emerging themes. Sabiri’s (2020) literature review on ICT in English as a Foreign Language education underscores the importance of context-specific considerations. Nwozichi et al. (2019) emphasize the significance of ICT in nursing education for improved learning outcomes. Suleimen’s (2019) study on Kazakhstani higher education stresses the need for continuous professional development for effective ICT integration. The research concludes that a bibliometric analysis using VOSviewer is crucial for identifying key authors, publications, and trends in ICT integration, informing future research and policy decisions.
In this study, a bibliometric approach was employed to analyze 1,790 relevant documents from the Dimensions database, spanning 2014–2023, focusing on ICT integration in education. The research explored keyword co-occurrence in publication titles and abstracts to trace the thematic evolution in the field. Author, organizational, and country contributions, along with prominence metrics, were examined to identify key players. Using VOSviewer science maps, the study expanded and updated existing bibliometric literature, providing quantitative insights into the dynamic field of ICT integration. The analysis indicated a growing trend in research contributions from 2015 to 2022, with newer terminologies like covid, pandemic, self-efficacy, and behavior emerging. Notable authors contributing to ICT integration in education include Tondeur, J., Ertmer, P. A., Ghavifekr, S., and Rosdy, W.A.W.
Source:
Issah Baako & W. K. Abroampa (2023) Research trends on ICT integration in Education: A bibliometric analysis, Cogent Education, 10:2, DOI: 10.1080/2331186X.2023.2281162