Artificial Intelligence in Education: A Comprehensive Bibliometric Study on Scopus (2010-2024)
DOI:
https://doi.org/10.70091/atras/AI.28Keywords:
Artificial Intelligence, bibliometric analysis, education, Bibliometrix, VOSviewer, ScopusAbstract
This study aims to rigorously analyse publications on the use of artificial intelligence in education from 2010 to 2024 using data from the Scopus database. The significance of this study lies in its potential to elucidate trends, patterns, and the impact of AI research in the educational field, offering valuable insights for researchers, educators, and policymakers. The study employs bibliometric methods and tools, specifically Bibliometrix for data analysis and VOSviewer for visualization. An examination of 9,564 papers reveals a significant rise in AI research, peaking in 2023, with notable contributions from the Social Sciences. Researchers Wang Y, Liu Y, and Zhang Y, along with the journals "Sustainability" and "Artificial Intelligence Review," are identified as key contributors. Highly cited articles focus on algorithm transparency and deep learning. China and the USA are highlighted as leading countries in AI development, indicating substantial state investment. The study comprehensively analyses AI's role in education, emphasizing practical applications and interdisciplinary cooperation, and proposes future research directions, including ethical considerations and qualitative impact assessments. The findings underscore AI's evolving nature and transformative potential in education, advocating for ongoing investment and innovation.
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