Aug 2026· e-Jurnal Penyelidikan dan Inovasi· Vol 13, pp. 125-146· 0 citations
TL;DR
Overall, adaptive learning and learning analytics form an increasingly connected and interdisciplinary research area in education, although knowledge production remains concentrated in specific regions and research groups, indicating the need for broader collaboration and further theoretical development.
Abstract
This study presents a bibliometric analysis of research on the integration of adaptive learning and learning analytics in education from 2004 to 2025, based on 1,850 publications. Using publication and citation analysis, collaboration networks, keyword co-occurrence, and thematic evolution analysis, the study examines the development of this research area, its main contributors, research themes, and patterns of growth. The findings show a steady increase in publications and citation impact, reflecting growing interest in data-driven approaches and the increasing use of artificial intelligence in education. However, the high proportion of conference papers and the relatively small number of review studies suggest that this area is still developing, with rapid growth occurring faster than the development of a more structured knowledge base. Citation and authorship analysis indicates that research influence is concentrated among a relatively small group of active authors and institutions, while collaboration patterns highlight the strong role of the United States alongside increasing but uneven international participation. Thematic evolution analysis shows a shift from early research on intelligent tutoring systems and student modelling to more data-focused and learner-centred approaches, including learning analytics, machine learning, and Bayesian modelling, with growing attention in recent studies to multimodal learning analytics and explainable artificial intelligence. Overall, adaptive learning and learning analytics form an increasingly connected and interdisciplinary research area in education, although knowledge production remains concentrated in specific regions and research groups, indicating the need for broader collaboration and further theoretical development.
A bibliometric study of gamification in learning undertook to map research trends, leading authors and institutions, and emerging themes with a specific focus on their relevance to Quality Education (SDG 4) affirms the close alignment between emerging research themes on gamification and the principles of Quality Education (SDG 4).
V. Muriira, A. Vasudevan, J. Gikonyo et al.· International Journal of Lea...· 0 citations
A comprehensive overview of the field's evolution is provided, highlighting its transition from the realm of technical innovation to the domain of critical evaluation, and potential avenues for future research endeavors aimed at enhancing the integration of AI within the educational sector are identified.
Hector D. Vasquez, William Hernandez, J. Ruiz-Muñoz· Social Sciences in Brief· 0 citations
Theoretically, this study expands the taxonomy of media within the differentiation framework, while practically, the results of the analysis provide strategic recommendations for technology developers and educators in designing personalized, adaptive, and non-stigmatizing learning ecosystems.
Purpose: This study maps the development of research on continuing education and lifelong learning in rural settings from 2000 to 2025, focusing on publication growth, disciplinary patterns, influential institutions, geographical distribution, collaboration networks, and the intellectual structure of the field.
Design/methodology/approach: A quantitative bibliometric design was applied to English-language journal articles indexed in Scopus. Records were retrieved using a structured search of titles, abstracts, and keywords and analysed through Scopus analytical tools, Microsoft Excel, and VOSviewer. Performance analysis examined publication trends, subject areas, institutions, and countries, while science-mapping techniques assessed country co-authorship, author collaboration, and keyword co-occurrence.
Findings: Research output increased substantially, from 30 publications in 2000 to 122 in 2025, with especially rapid growth after 2020. Medicine and Social Sciences dominated the disciplinary landscape, followed by Nursing. The University of Toronto was the most productive institution, while the United States, Canada, Australia, and the United Kingdom accounted for most publications. International collaboration was extensive but uneven, with the United States, Australia, Canada, India, and several European countries acting as major hubs. The intellectual structure comprised five clusters centred on clinical continuing education, adult learning and community development, rural health workforce capacity, communication and palliative care, and maternal, newborn, and emergency-care education.
Research limitations/implications: The study was limited to English-language, Scopus-indexed journal articles and may therefore underrepresent non-English and locally published rural scholarship.
Originality/value: This study provides a comprehensive global mapping of rural continuing education and lifelong learning research across a 26-year period and integrates productivity, collaboration, and thematic analyses within a single framework.
Nasrulla Ahmed, Mohamed Uwais, Asifa Abdulla· International journal of res...· 0 citations
This study presents a comprehensive bibliometric and thematic analysis of multiliteracies research in educational contexts, covering publications from 2000 to 2025 indexed in the Web of Science database. The study aims to map the conceptual structure, intellectual foundations, and scientific collaboration patterns within the field. By integrating bibliometric indicators and thematic coding, the research identifies key trends, prominent contributors, and evolving research priorities. The analysis reveals a steady growth in scholarly interest, particularly after 2015, driven by the increasing significance of digital, visual, and multimodal literacies in education. Key thematic clusters include critical literacy, multimodal learning, identity construction, and student-centered pedagogies. Tools such as VOSviewer, CiteSpace, and BibExcel were used to visualize co-authorship networks, keyword clusters, and citation bursts, highlighting the interdisciplinary and dynamic nature of the field. The findings emphasize the need for clearer conceptual frameworks, greater methodological diversity, and context-sensitive applications of multiliteracies pedagogy.
Muhammed Fatih Sayır· Ekev Akademi Dergisi· 0 citations
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