Virtual Reality in Elementary Education: A Scientometric Review

Authors

DOI:

https://doi.org/10.56059/jl4d.v11i3.1330

Keywords:

VR, elementary education, review, scientometric

Abstract

In elementary education, virtual reality (VR) has been the subject of much-increased research over the last ten years, with developed and developing nations making significant contributions. This research used a bibliometric approach to examine all publications published between 1994 and 2023, depending on this information. This study uses the VOS viewer tool and the Scopus database to analyse 365 articles. The results show that developed nations significantly contributed to publications and citations, especially in research and development, whereas developing nations were more interested in using technology in education. Journals in computer science and education now receive the most citations, which indicates the current focus on Virtual Reality in Elementary Education. The trend of greater collaboration among authors may be attributed to several variables, including, but not limited to, enhanced financing, higher author competency, and the rise of transdisciplinary studies. This collaborative effort facilitates the exchange of many viewpoints, expands the scope of insights in articles, and improves the editing and revising process. The terms "child," "reality," "technology," "approach," "intervention," "teaching," "augmented reality," "difference," "patient," and "process" are the top 10 keywords linked to virtual reality in elementary school research. Research relevance, influence, and acknowledgment within the scientific community may be ensured by matching research to keyword trends. The findings of this study could help future investigators choose research topics and pinpoint areas of interest.

Author Biographies

Ika Maryani, Universitas Ahmad Dahlan

Ika Maryani is an is an Associate Professor in the Department of elementary school teacher education at the Universitas Ahmad Dahlan, Yogyakarta, Indonesia. Her research focuses on student interaction, classroom management, science learning, digital learning, and differentiated learning. She holds a doctorate in science educational studies and has published widely as a sole author and co-author with colleagues and students in science education. Email: ika.maryani@pgsd.uad.ac.id

Amir Karimi, Farhangian university

Amir Karimi is a Research Lecturer in the department of history education at Farhangian University, Alborz, Iran. His research focuses on history teaching, teacher training, usage of gamification, VR, AR, Metaverse in education, and bibliometric. He is completing his academic studies at Tabriz University in Iran and has published articles in SJR journals. Email: Amirkarimi1401@ms.tabrizu.ac.ir

Kourosh Fathi, Farhangian University

Kourosh Fathi is an Assistant Professor, Department of History, Farhangian University, Alborz, Iran. Email: k.fathi@cfu.ac.ir

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Published

2024-11-19

How to Cite

Maryani, I., Karimi, A., & Fathi, K. (2024). Virtual Reality in Elementary Education: A Scientometric Review. Journal of Learning for Development, 11(3), 430–446. https://doi.org/10.56059/jl4d.v11i3.1330

Issue

Vol. 11 No. 3 (2024): ISSUE 3

Section

Research Articles

License

Copyright (c) 2024 Ika Maryani, Amir Karimi, Kourosh Fathi

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Received 2023-12-29
Accepted 2024-10-15
Published 2024-11-19