Artificial intelligence, augmented reality, and virtual reality in science education: scientific mapping and future research

Abstract

This study examines the trends, thematic development, and research collaboration patterns related to Artificial Intelligence (AI), Augmented Reality (AR), and Virtual Reality (VR) in science education through a comprehensive bibliometric analysis. The rapid integration of these emerging technologies has increased the demand for innovative learning approaches capable of enhancing student engagement, conceptual understanding, and immersive learning experiences in science education. Bibliometric analysis was conducted using Scopus-indexed publications from 2014 to 2024, comprising 196 articles. Data were analyzed using VOSviewer, Microsoft Excel, and the Biblioshiny package in R program to identify publication trends, citation patterns, author collaborations, and thematic research developments. The findings reveal a substantial increase in research productivity related to AI, AR, and VR in science education, with the United States and Turkey emerging as dominant contributors. The analysis also indicates growing research interest in immersive learning, adaptive instruction, and interdisciplinary integration. Highly cited studies demonstrate the potential of these technologies to improve student engagement, academic performance, and knowledge retention. However, challenges related to technological accessibility, scalability, physical discomfort, and long-term implementation remain insufficiently explored. This study provides important insights into the evolving landscape of AI, AR, and VR research in science education and highlights the need for more sustainable, inclusive, and context-sensitive approaches to technology integration in future educational research and practice.