Articles on Education and Artificial Intelligence: A Bibliometric Analysis

Year 2023, , 279 - 312, 25.09.2023

Akın Metli

https://doi.org/10.53047/josse.1352197

Cited By: 1

Abstract

In our rapidly evolving technological landscape, the educational sector is undergoing a profound transformation with the integration of artificial intelligence (AI). This study undertakes a comprehensive investigation at the intersection of education and AI to shed light on emerging trends and intricate relationships. By employing advanced bibliometric techniques, an analysis of 6498 articles spanning the years 1980 to 2022 is conducted, revealing core thematic areas, influential author networks, and the dynamic evolution of keywords. The remarkable annual growth rate of 22.68% in published articles underscores the rapid expansion of this field. Noteworthy contributors include prominent countries such as China, the US, the UK, Australia, and India. Predominant themes like Machine Learning and AI permeate the discourse, while visually engaging word clouds highlight the most prominent keywords. Through meticulous thematic analysis, this study categorizes themes into core, niche, emerging, and declining categories, providing a nuanced understanding of focal points and underserved areas. The insights gained from this analysis hold significant implications for both researchers and policymakers, helping to shape future directions in the realm of education and AI. This study takes a forward-looking perspective, envisioning the dynamic future where education and AI intertwine, offering guidance for research endeavors and strategic decision-making. In essence, this study not only encapsulates the historical and current landscape of education and AI but also forecasts their potential trajectories. The rich insights into evolving trends, dominant themes, and research priorities position this work as a resource for both academia and industry.

Keywords

Artificial ıntelligence, education, bibliometric analysis, web of science, vosviewer

Ethical Statement

No potential conflict of interest was reported by the author.

Supporting Institution

The author received no specific funding for this work.

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