A bibliometric review of STEM-based digital modules from 2014 to 2024
Abstract
This study aimed to explore research trends in STEM-based digital modules within the field of physics education from 2014 to 2024, utilizing a bibliometric analysis approach. The analysis was conducted using data extracted from the Scopus database, which provided a comprehensive overview of the scientific output and the development of research in this domain. Key contributors, institutions, countries, and frequently cited publications were identified to understand the intellectual structure of the field. The findings revealed a significant annual growth rate of 9.6%, with 96 documents authored by 367 researchers across 72 sources. Germany, the United States, and China were the leading contributors in terms of citations, while Nanyang Technological University and Universiti Teknologi Malaysia were among the most active institutions in STEM-related physics research. The keyword analysis highlighted terms such as "students," "engineering education," and "e-learning" as major topics of focus. Additionally, the IEEE Annual Conference and Journal of Physics: Conference Series were identified as the top publication sources. Overall, this study sheds light on the evolving landscape of STEM in physics education, offering critical insights into the current research trends and identifying potential areas for future academic exploration and collaboration.
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Talan, T. (2021). Augmented Reality in STEM Education : Bibliometric Analysis To cite this article : Augmented Reality in STEM Education : Bibliometric Analysis.
