Mixed, Augmented and Virtual Reality in STEM Education in The Context of Text Mining: A Bibliometric Map Analysis and Systematic Review
STEM Education in The Context of Text Mining
Abstract
This paper conducted a systematic review and bibliometric map analysis to determine the current state of studies on mixed reality (MR), augmented reality (AR), and virtual reality (VR) in STEM education. The study focused on 477 scientific studies for bibliometric map analysis and 25 articles for systematic review. The bibliometric analysis showed that the most common keywords were “VR,” “STEM education,” “education,” “STEM,” “AR,” and “MR.” The most common words in the abstracts were “student,” “technology,” “STEM,” “study,” and “education.” Johnson-Glenberg was the most cited author, while Computer & Education was the most cited journal. The systematic review showed that most studies recruited secondary and high school students. Most studies adopted quantitative research designs and employed surveys, knowledge tests, and self-efficacy and attitude scales. Most studies analyzed their data using inferential analysis methods. Some studies reported that AR, VR, and MR contributed to STEM education, whereas others did not. Some studies made recommendations for future studies regarding contributions to learners, program development, learning outcomes, comparison, and duration.
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