Virtual Reality in Elementary Education: A Scientometric Review

Abstract

In elementary education, virtual reality (VR) has been the subject of much-increased research over the last ten years, with developed and developing nations making significant contributions. This research used a bibliometric approach to examine all publications published between 1994 and 2023, depending on this information. This study uses the VOS viewer tool and the Scopus database to analyse 365 articles. The results show that developed nations significantly contributed to publications and citations, especially in research and development, whereas developing nations were more interested in using technology in education. Journals in computer science and education now receive the most citations, which indicates the current focus on Virtual Reality in Elementary Education. The trend of greater collaboration among authors may be attributed to several variables, including, but not limited to, enhanced financing, higher author competency, and the rise of transdisciplinary studies. This collaborative effort facilitates the exchange of many viewpoints, expands the scope of insights in articles, and improves the editing and revising process. The terms "child," "reality," "technology," "approach," "intervention," "teaching," "augmented reality," "difference," "patient," and "process" are the top 10 keywords linked to virtual reality in elementary school research. Research relevance, influence, and acknowledgment within the scientific community may be ensured by matching research to keyword trends. The findings of this study could help future investigators choose research topics and pinpoint areas of interest.

Keywords

• VR
• elementary education
• review
• scientometric