Bibliometric analysis of peer-reviewed literature on augmented reality with an emphasis on education vs. Physics education

Abstract

Analyzing peer-reviewed literature on augmented reality (AR) is vital for future research and development. The objective of the current study was to assess research activity on AR with an emphasis on education and physics education. A bibliometric method was applied using SciVerse Scopus. The study period was from 1978 to 2021. The search query found 3393 documents in the AR-related education literature and 97 in the AR-related physics education literature. The bibliometric analysis result shows that the similarity of the results of visualization of AR in education networks with AR in physics education is: that research focuses on students, and the majority is integrated with virtual reality. This research has implications for providing insight to the next researcher in finding gap research and novelty in the field of AR in education and physics education.