Augmented Reality in Elementary School: A Bibliometric Analysis of Research Trends and Development
DOI:
https://doi.org/10.17509/mimbar-sd.v13i3.189Keywords:
Augmented reality, Bibliometric analysis, Educational technology, Elementary school, Research trendsAbstract
This study aims to map the development, productivity, and research trends related to the use of Augmented Reality (AR) in elementary education over the past two decades through a bibliometric approach. Data were retrieved from the Scopus database using the keywords “augmented reality,” “primary school,” and “elementary school,” and filtered through inclusion–exclusion criteria and the PRISMA procedure. A total of 206 articles met the eligibility criteria and were analyzed using VOSviewer and Biblioshiny. The results show a substantial increase in AR related publications in primary education, particularly since 2019, indicating a period of rapid groeth. Taiwan is the most productive and influential country, followed by Malaysia and Indonesia. Leading educational technology journals, including Computers & Education and Educational Technology & Society, play a major role in disseminating AR research. Keyword analysis reveals three dominant themes: AR integration in mathematics and science learning; challenges and teacher readiness for AR implementation; and the development of interactive AR–VR-based learning environments. Recent studies increasingly focus on pedagogical effectiveness, cognitive load, learning motivation, and mobile learning. Overall, AR demonstrates considerable potential to improve students’ conceptual understanding, motivation, and learning experiences despite ongoing technical and pedagogical challenges. These findings provide insight for policymakers, educators, and researchers seeking to advance AR integration in primary education.
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