Aug 2026· Journal of Business, Social and Technology· Vol 7, pp. 1024-1035· 0 citations· 22 references
TL;DR
The integration of digital media has become an important focus in supporting early reading skills in elementary school students and a strong relationship between the use of digital technology, the development of literacy skills, and innovations in learning methods is indicated.
Abstract
Background: With advancements in educational technology and 21st-century literacy demands, research on digital media development for beginning reading instruction in elementary schools has increased.
Objective: This bibliometric study aims to trace the trends, publications, and progress of topics in research on the use of digital media in early literacy instruction.
Methods: Research data were collected from international scientific databases containing articles on reading literacy, digital media, and elementary education within a specific time frame. A total of 1,436 articles were retrieved from the Scopus database (2010–2025) using standardized search strings and PRISMA-based screening. The analysis was conducted using bibliometric methods with the assistance of scientific mapping software to identify the number of publications, most productive authors, influential journals, as well as collaboration networks and keyword occurrences.
Results: The results show a substantial increase in research on reading literacy and digital media over the past decade, with a subsequent surge at its peak after application-based learning technologies, e-books, and interactive multimedia were widely introduced. The most frequently appearing keywords include digital literacy, emergent literacy, interactive reading, and educational technology.
Conclusion: This demonstrates that the integration of digital media has become an important focus in supporting early reading skills in elementary school students. Furthermore, the keyword co-occurrence map indicates a strong relationship between the use of digital technology, the development of literacy skills, and innovations in learning methods.
The rapid integration of digital technology in education has transformed students on how to read, access information, and engage with learning. While online text, multimedia resources, and interactive learning platforms has become essential to education practice, digital reading progress as a significant area of inquiry. Even though it is a growing importance, the intellectual advancement and thematic structure of the field remain disintegrated. This study investigated the evolution of digital reading research utilizing bibliometric analysis of 562 English-language publications indexed in Scopus from 1992 to 2025. The publications were retrieved using search key related to digital reading, education, attention, engagement, comprehension and learning outcomes. Publication trend analysis, bibliographic coupling and co-word analysis were performed using VOSviewer. The findings revealed a marked increase in research output, particularly in 2020, presenting the expanding role of digital learning environments in education. Bibliographic coupling recognized five major search streams: digital reading engagement and self-regulation, technology-enhanced comprehension, online reading literacy and information evaluation, screen-versus-print reading, and reading modality with digital distractions. Co-word analysis showed four thematic domains covering technology-mediated learning, cognitive and behavioral mechanisms, digital literacy and strategic reading, and online reading comprehension within the New Literacies framework. Generally, the findings specified that digital reading research has advanced beyond print-versus-screen comparisons toward a broader emphasis on digital literacy, self-regulated learning, attention management, and information evaluation.
Jennifer P. Solis· International Journal of Mul...· 0 citations
Digital natives are a generation that grew up using technology as their main means of communication. Despite the relevance of the topic, there is still a lack of comprehensive bibliometric studies linking the concept of digital natives to the educational context. This work analyzes academic production on digital natives in education between 2001 and 2023, highlighting recent trends. Data from the Scopus database and the VOSviewer software were used for bibliometric analysis. Authors such as Bennett, Antón-Sancho, and Fernández-Arias stood out, and the most cited article was “Digital Natives, Digital Immigrants Part 1” by Prensky (2001), a central reference in the field. The research identified five main thematic lines: computational education, social networks, digital age, educational training, mobile technologies, and e-learning. The most relevant terms for future investigations include digital competence, smartphone, application, gamification, educational technology, and digital age. The study stands as a reference in bibliometric studies on digital natives in the educational context, emphasizing the importance of future research on teaching technologies and the role of citation networks and emerging subthemes. Finally, it highlights the need for educational institutions to adapt their methodologies to the digital age, promoting innovative practices aligned with contemporary demands.
Sérgio Adriany Santos Moreira, Gustavo De Oliveira Andrade· Tecné, Episteme y Didaxis· 0 citations
The results indicate that digital learning in science education has evolved into an increasingly mature, collaborative, and technology-oriented research field, emphasizing the use of digital technologies to enhance the quality of instruction and students' learning experiences.
Ester Elinawati Waruwu, M. Nurjayadi, S. Muhab et al.· Jurnal Pendidikan Sains Indo...· 0 citations
Research on Contextual Teaching and Learning (CTL) in elementary mathematics education has expanded substantially over the past decade, yet no bibliometric study has systematically mapped its intellectual structure, growth pattern, or geographic distribution. This study addresses that gap through a bibliometric performance analysis of 55 Scopus-indexed documents published between 2009 and 2026, guided by three research questions on publication trends, geographic contributions, and source characteristics. Data were retrieved from the Scopus database on May 2, 2026, and analyzed using the Scopus Analyze Search Results feature and Microsoft Excel. Results reveal that annual output grew from one document in 2009 to a peak of 11 in 2020 (20.0% of total), declined to two in 2022 amid COVID-19 disruptions, and resurged to 10 in 2025, the second highest on record. Geographically, Indonesia accounts for 85.5% of publications (n = 47), followed by Malaysia (5.5%; n = 3), while contributions from Western countries and other regions remain negligible. Publication sources are dominated by conference proceedings: the Journal of Physics: Conference Series (36.4%) and AIP Conference Proceedings (20.0%) together account for 56.4% of all documents. These findings highlight the need for broader international collaboration, stronger journal-based dissemination, and expanded use of advanced bibliometric tools.
Background and Purpose: This bibliometric analysis study provides a detailed analysis of the landscape of research on technology-mediated English language skills teaching and learning over the past decade. The goal is to shed light on the most popular subjects, prolific authors, publications, and countries involved. By examining 209 documents retrieved from the Scopus database from 2014-2023, this study aims to reveal significant trends and insights into the evolution of technology-mediated teaching and learning processes.
Methodology: The study utilises bibliometric analysis, with data collection conducted following the PRISMA guidelines. It employed tools such as VOSviewer, Excel, and Tableau. The research involves quantitative metrics to graphically represent publication trends, country contributions and collaborations, prolific authors, and recurring research themes.
Findings: The analysis shows a significant rise in technology-mediated English language teaching publications since 2021, led by the United States, China, and Malaysia. Key topics include e-learning, communication skills, computer-assisted teaching, pandemic's impact, speech recognition, and teaching, highlighting central themes and collaborative networks.
Contributions: It highlights critical trends and areas of focus in technology-mediated English language education. It underscores the importance of prioritising research on technological media in language education and suggests future research directions to enhance English language proficiency, particularly speaking skills.
Keywords: Bibliometric analysis, technology mediated in teaching and learning, English-speaking skills.
Cite as: Khofifah, I., & Yahya, N. (2026). A decade of research on technology-mediated English language proficiency enhancement: A bibliometric analysis. Journal of Nusantara Studies, 11(2), 477-491. http://dx.doi.org/10.24200/jonus.vol11iss2pp477-491
Iif Khofifah, Nurhidayah Yahya· Journal of Nusantara Studies...· 0 citations
The quick progress of digital technologies has significantly changed education processes and increased the necessity for teachers to have enough digital skills. Teacher digital competence has become one of the important issues to be researched with an emphasis put on digital technologies integration into the process of teaching, assessment, professional development, and learning. This study is devoted to analyzing the global trends in researches, intellectual structure, major contributions, and new research directions concerning the issue of teacher digital competence through the bibliometric analysis method. The data were collected in the Scopus database with the use of appropriate keywords linked to teacher digital competence, digital literacy, digital skills, and educational technologies. The publications were analyzed by means of bibliometric methods like performance analysis, citation analysis, keyword co-occurrence analysis, density visualization, thematic evolution, and collaboration networks analysis with the use of VOSviewer. The results prove a significant trend of the increasing interest to the problem of teacher digital competence, especially since the beginning of the COVID-19 pandemic when more and more online and technology-enhanced learning became common. It is possible to state that the major research themes include digital competence, digital literacy, teacher training, e-learning, digital transformation, and technology integration. Citation analysis highlights influential studies focusing on digital competence frameworks, teacher readiness, and digital transformation in education, while collaboration analysis identifies Spain and several European countries as major contributors to global knowledge development. Recent trends indicate a growing research interest in artificial intelligence, digital tools, and innovative learning systems. This study contributes to the existing literature by mapping the evolution of teacher digital competence research and identifying future research directions related to sustainable digital education, AI-supported teaching, and equitable access to digital learning environments.
L. Judijanto· West Science Social and Huma...· 0 citations