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All Journal Jurnal Ilmiah Ilmu Terapan Universitas Jambi Journal of Educational Technology and Learning Creativity
Abouseada, Farouk
Unknown Affiliation
Computer Science & IT Education Engineering Industrial & Manufacturing Engineering

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Immersive Technology: A Bibliometric Analysis of Extended Reality Research Trends in STEM Education Radhiani, Ahyani; Abouseada, Farouk
Journal of Educational Technology and Learning Creativity Vol. 3 No. 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v3i2.2509

Abstract

Purpose of the study: This study aims to conduct a comprehensive review of the development of research on the use of XR technology in STEM education and its current status. Methodology: A bibliometric review method was used in this study. Data related to research on the use of XR technology in STEM education during the period 2011-2025 was collected through the Scopus database. A total of 138 articles were selected for analysis. The dataset search was conducted from September 30, 2025, to October 1, 2025. Data analysis was performed using Biblioshiny software from Bibliometric RStudio and VOSviewer. Main Findings: The results show that there is long-term scientific interest in research on the use of XR technology in STEM education, with an average annual growth rate of 26.2 and an average number of citations per document of 32.55. In addition, keywords such as metaverse, gamification, and virtual environment have significant potential in terms of future research, assuming that these keywords will be developed and integrated into STEM curricula and pedagogy. Novelty/Originality of this study: This study offers an innovative contribution by integrating bibliometric analysis with an evaluation of XR implementation trends in STEM education, going beyond descriptive reviews. It identifies key research gaps, underexplored areas, and the potential impact of XR on learning effectiveness. The findings provide a practical foundation for educators, researchers, and policymakers to design measurable, effective, and sustainable XR-based learning strategies, while strengthening both methodological and practical contributions to immersive STEM education research.
A SYSTEMATIC LITERATURE REVIEW OF 21ST-CENTURY DIGITAL LEARNING TRENDS AND TEACHERS’ TECHNOLOGY INTEGRATION Radhiani, Ahyani; Sriayu, Sriayu; Arqam, Muh; Abouseada, Farouk; RS, Asmaul Husna
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 10 No. 1 (2026): Volume 10, Nomor 1, February 2026
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v10i1.53023

Abstract

The rapid advancement of digital technology has reshaped communication, information access, and knowledge construction. In education, its integration into 21st-century learning is central to enhancing quality and relevance. Educational institutions worldwide are increasingly adopting digital tools to enrich learning experiences, with digital learning defined as the use of technology and devices to support more engaging, explorative, and interactive learning. This study aimed to determine contemporary trends and developments in 21st-century digital learning through a systematic literature review conducted in accordance with the PRISMA guidelines. A total of 56 articles, published between 2020 and mid-2025 and retrieved from the Scopus database based on predetermined inclusion criteria, were analysed. The findings underscore the critical role of digital technologies in enhancing learning practices. Results indicate that scholarly attention to digital learning peaked in 2024, as evidenced by a notable increase in publications. The majority of research contributions originated from Asia, with digital learning most extensively implemented in higher education institutions. From a scientific perspective, STEM fields were identified as the most frequent adopters of digital technologies in their learning practices. Among the various technological tools employed, game-based learning emerged as the most prevalent, demonstrating substantial contributions to learning effectiveness. Furthermore, the integration of digital technologies into educational contexts was found to enhance learning outcomes, problem-solving abilities, motivation, and students’ character and literacy development. Collectively, these findings provide a comprehensive overview of current trends in the application of digital technologies in education and offer valuable insights for policymakers in formulating effective technology-based educational strategies.
Co-Authors Ahyani Radhiani Arqam, Muh RS, Asmaul Husna Sriayu, Sriayu