Augmented Reality Integrated with Mobile Learning in Chemistry Education: A Bibliometric Analysis from 2012–2022

https://doi.org/10.9743/JEO.2024.21.2.14

Abstract

Due to the difficulty of chemical compounds to visualize, augmented reality (AR) integrated with mobile learning has been developed as an alternative media for studying chemistry. This study aims to analyze the use of AR-integrated mobile learning in chemistry education from a bibliometric perspective in the last decade. A total of 225 articles were retrieved and analyzed from the Scopus database in the period from January 2012 to September 2022. The results of the analysis indicated that in the range of 2012–2022, the highest number of publications occurred in 2021, with the United States as the most productive country with a total of 54 publications, followed by China, Indonesia, and Japan. Wojciechowski, R., is the most frequently cited author, followed by Cai, S. “Augmented reality” is the keyword that appears most frequently in publications. This study presents useful findings that can serve as a guide for educators, scholars, policymakers, and educational designers for future research or reference in this area regarding current trends.

Keywords: augmented reality, mobile learning, chemistry education, bibliometric analysis