Augmented Reality in Mathematics Education: A Bibliometric Analysis
DOI:
https://doi.org/10.31571/ijcmasted.v1i1.1137Keywords:
Augmented Reality, Bibliometric, Mathematics Education, STEM, VOSviewerAbstract
Augmented reality (AR) has emerged as a significant technology-enhanced approach in mathematics education. Despite the growing volume of publications, a comprehensive bibliometric mapping of AR research in mathematics education has yet to be published. This study conducts a bibliometric analysis to explore the trends, key contributors, and future directions of AR research in mathematics education from 2016 to 2025. Data were retrieved from the Scopus database and analysed using VOSviewer software. A total of 190 open-access journal articles published in English were selected after three stages of filtering. The results reveal substantial publication growth, particularly from 2020 onward, with a sharp increase in 2024 and 2025 (46 articles each year). Indonesia is the most productive country (40 articles), followed by Malaysia (30) and the United States (20). Lavicza Z. from Johannes Kepler University Linz is the most productive author (6 articles). Keyword co-occurrence analysis identified five research clusters: AR technology and student learning, STEM education, mathematics and educational technology, geometry and teaching, and mobile AR. Emerging and underexplored themes include computational thinking, spatial ability, game-based learning, and higher education contexts. These findings provide a comprehensive map of the field and a foundation for future research directions.
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