A Bibliometric Analysis and Research Landscape of Artificial Intelligence in Education

This study examines the academic field of Artificial Intelligence in Education (AI-ED) by examining the publications and indexed documents in Scopus from 2010 to 2023. Consequently, we examined the publishing trends, exemplary articles, and the most engaged participants and funding institutions in the domain of AI-ED research. A bibliometric analysis was performed to examine the network of co-authorships, keywords, and citations in the domain of AIED research. The Scopus search resulted in the discovery of 10,474 published documents on AI-ED. Additionally, trends analysis indicated a significant increase of over 3,000% in publications between 2010 and 2023. Conference papers are the most often utilized document type, including 6757 publications or $64.5 \%$ of the overall amount. The ACM International Conference Proceeding Series is the primary source for published materials, accounting for 675 publications or $6.44 \%$ of the total publications on the topic. The most prolific researchers in the field of AI-ED are Breazeal, C and Chai C.S, each having published 18 documents. Additionally, the two institutions that have produced the highest number of published documents are Carnegie Mellon University (CMU) and the University of NC State University (NCSU). The output of the affiliations active in the topic is primarily attributed to the funders, specifically the National Science Foundation, which is the leading funding institution based in the United States and has contributed to 354 publications. An analysis of keyword co-occurrence revealed 6 main study areas that cover the essential tools, theories, methodologies, and socioeconomic and financial aspects of artificial intelligence in education (AIED). Future research in the field of artificial intelligence in education will focus on employing sophisticated deep learning, machine learning, and neural network algorithms to precisely predict students’ learning patterns.