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Journal of Technology-Assisted Learning
Published by Scientia Publica Media
ISSN : 30897394     EISSN : 30897408     DOI : https://doi.org/10.70232/jtal.v1i2
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
The Journal of Technology-Assisted Learning (JTAL) is an open-access, peer-reviewed journal dedicated to advancing research in digital learning. It focuses on the promotion and dissemination of studies on electronic learning and distance education worldwide. The journal encourages multidisciplinary research in areas such as online learning and teaching, technology-driven design and implementation of academic programs, teaching initiatives and projects, emerging technologies and their applications, blended learning approaches integrating online and face-to-face instruction, instructional materials, and pedagogy. JTAL explores theories, concepts, perspectives, pedagogical frameworks, implications, and recommendations for technology-enhanced education. The journal’s philosophy is to align with the evolving needs and interests of the technology-enhanced learning community, which shapes the thematic focus of its publications. Its primary objectives are to foster comprehensive, multidisciplinary discussions on technology-assisted learning research; to facilitate international collaboration and knowledge exchange in the field; and to explore strategies for leveraging technology-enhanced learning to support sustainable development. JTAL serves as a vital platform for disseminating research and scholarship from individual, institutional, national, and international perspectives. The journal promotes interdisciplinary collaboration and welcomes diverse contributions, including empirical research, systematic reviews, theoretical and conceptual studies, and practical applications and case studies.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
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Search results for , issue "Vol. 1 No. 1 (2025): Journal of Technology-Assisted Learning" : 5 Documents clear
Tracing Virtual Reality Research: A 2009–2024 Bibliometric Analysis Handayani, Desi
Journal of Technology-Assisted Learning Vol. 1 No. 1 (2025): Journal of Technology-Assisted Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jtal.v1i1.1

Abstract

This study provides a comprehensive bibliometric analysis of virtual reality (VR) research in education from 2009 to 2024, with data sourced from the Scopus database. Out of 1,749 initial publications, a refined selection of 735 articles was analyzed using Bibliometrix software. Results reveal significant growth in VR research, particularly in K-12 and higher education, with peak citations observed in 2014. The United States and China emerged as leading contributors, producing the most impactful studies. Central research themes focus on VR’s role in enhancing instructional design through games, simulations, and immersive environments. The analysis identifies influential authors and institutions, with Hwang G.J. as the top author and National Taiwan Normal University leading in institutional contributions. The most cited articles highlight VR’s efficacy in improving student engagement, comprehension of abstract concepts, and overall learning outcomes. A notable finding is the application of VR in collaborative and experiential learning, as well as its potential to address educational needs for diverse learners, including those with disabilities. Key bibliometric indicators underscore a 20.68% annual growth rate in publications, with interdisciplinary collaboration playing a pivotal role. Visualization through citation and co-citation networks elucidates the intellectual structure of VR research, highlighting prominent studies and emerging trends. Keywords like “virtual reality,” “e-learning,” and “students” dominate, reflecting a focus on technology-driven educational methods. This research provides valuable insights into the evolving landscape of VR in education, emphasizing its transformative potential. It informs educators, policymakers, and researchers on the trends, challenges, and opportunities for integrating VR technologies into educational practices to enhance learning experiences and outcomes.
Bibliometric Analysis of Learning Styles Research in Higher Education: Trends and Insights from 1973 to 2024 Raihanah, Dinnah
Journal of Technology-Assisted Learning Vol. 1 No. 1 (2025): Journal of Technology-Assisted Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jtal.v1i1.2

Abstract

Identifying students’ learning styles is essential for enhancing the quality of education. This study aims to comprehensively understand the publication trends and conceptual, intellectual, and social structures within the topic of learning styles in higher education. The literature data was sourced from the Scopus database, covering the period from 1973 to 2024, and analyzed using bibliometric methods. This process began with an initial identification of 3,779 articles, which were then filtered according to specific criteria, resulting in 2,190 selected articles for in-depth analysis. The findings of this study reveal critical themes within the topic of learning styles and provide statistical insights through tables, graphs, and maps. This research also examines keywords and citations based on scientific publications. The results indicate that learning styles are closely linked with learning outcomes, learning objects, and students’ psychological aspects. A notable increase in publications began around 2001, reaching a peak in 2022 with 131 articles. Analysis reveals the three authors with the greatest publication output in this domain are Brown T., Van Petegem P., and Vermunt JD. The analysis identifies BMC Medical Education as the leading journal publishing research on learning styles in higher education, followed by Medical Teacher and Nurse Education Today. Based on bibliometric analysis, the most cited article was authored by Kolb A.Y. in 2005. The countries with the greatest publication output are the United States and the United Kingdom. The relevant keywords include “human,” “learning,” “female,” “article,” “male,” “humans,” “learning styles,” “teaching,” “adult,” and “education.” This information is expected to help researchers further develop, explore, and uncover additional dimensions, themes, ideas, and research trends related to the topic of learning styles in higher education.
Research on STEM Education: A Bibliometric Review of Literature Over the Past 20 Years Nababan, Tiurma Juniar P.
Journal of Technology-Assisted Learning Vol. 1 No. 1 (2025): Journal of Technology-Assisted Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jtal.v1i1.3

Abstract

In recent years, Science, Technology, Engineering, and Mathematics (STEM) education has emerged as a major focus in countries worldwide. This study employs bibliometric analysis to assess the scientific output on STEM education indexed in the Scopus database between 2004 and 2024. Bibliometric software was used to visualize the data. This software provides a range of analytical functions, enabling the examination of various bibliometric indicators, such as publication counts, citation frequencies, authorship networks, and keyword co-occurrence networks. A total of 3,769 publications were retrieved for analysis. The findings highlight a significant surge in scientific output over the past four years, accounting for 71% of the total publications. International Journal of STEM Education emerging as the leading journal. The USA leads with 4,086 publications, followed by China and Turkey with 671 and 327, respectively. The most productive authors are affiliated with the top 10 universities and research institutions. Three keywords that frequently appear are technology, student, and education. The research spans both foundational and interdisciplinary topics, addressing STEM education across various levels, including primary and secondary schools, undergraduate studies, and computational education. The findings from such analysis can also inform the development of educational and research policies, supporting strategic decisions in advancing STEM education and research initiatives.
Mapping Research on Differentiated Instruction: A Bibliometric Review of the Literature in the Last 20 Years Masturdin, Masturdin
Journal of Technology-Assisted Learning Vol. 1 No. 1 (2025): Journal of Technology-Assisted Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jtal.v1i1.4

Abstract

Differentiated Instruction (DI) has emerged as a vital pedagogical approach over the past two decades, focusing on adapting teaching methods to meet student’s individual needs in heterogeneous classrooms. Introduced by Carol Ann Tomlinson, differentiated instruction enhances learning outcomes, motivation, and active student participation, particularly in classrooms with diverse abilities and needs. Research on differentiated instruction has shown significant growth, both in the number of publications and in the topics explored, such as its application in various subjects, the use of technology, and its impact on different student groups. The United States and Europe are the primary contributors to this research, with leading journals serving as key publication platforms. Future research could benefit from increased collaboration between institutions in these regions and those in the United States and Europe, which could promote the exchange of culturally relevant practices and broaden the application of DI. However, implementing differentiated instruction continues to face challenges, including limited resources, time constraints, and inadequate teacher training. Bibliometric analyses map the development of differentiated instruction research over the past two decades, identifying trends, collaboration networks, and key themes in the literature. This review aims to guide future research and insights for educators, researchers, and policymakers regarding the evolution and implementation of differentiated instruction in education.
Augmented Reality in Higher Education: A Bibliometric Analysis of Research Trends and Evolution from 1997 to 2024 Sulastri, Sindy Kania
Journal of Technology-Assisted Learning Vol. 1 No. 1 (2025): Journal of Technology-Assisted Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jtal.v1i1.5

Abstract

Augmented reality (AR) is a technology that superimposes digital content onto the physical world, blending virtual components like images, videos, and 3D models with real environments. In the realm of higher education, AR-based learning presents significant benefits. This research seeks to examine and illustrate studies on AR in the context of higher education. Data were obtained from the Scopus database, focusing on AR-related publications, which were analyzed and visualized using Biblioshiny. The article selection process in bibliometric analysis followed the PRISMA diagram. The analysis examined various bibliographic factors, including countries, institutions, journals, authors, publications, and frequently co-occurring keywords. A total of 832 articles meeting the inclusion criteria were analyzed, covering the period from 1997 to 2024. Research in this field has expanded significantly, with a notable rise in publications since 2015. The article by Akçayir M, published by Elsevier in the Educational Research Review journal in 2017, has the highest total citations, with 1309 citations. The United States and China emerged as the leading contributors to this area of study. The university with the most publications is led by the University of Bologna in Italy. Key research themes in AR for higher education include education, computer science, and technology. This article also highlights emerging research trends and the evolution of AR concepts in the educational domain, with a particular focus on higher education.

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