Technology-based assessment of collaborative problem-solving skills: a bibliometric analysis and review

Abstract Classroom instruction in the 21st century embraces collaborative problem-solving as a vital student skill. This study systematically reviews the existing literature on this topic to identify and analyze the current trends in technology-based assessment of CPS skills research. For this study, bibliometric analysis was conducted using Vosviewer analysis. Moreover, visualization and bibliographic software programs were utilized to examine the present status of CPS research. The study sample consisted of Web of Science articles published between 2014 and 2024 ( N = 2,247; exclusion criteria: non-English-language studies published before 2014; inclusion criteria: meta-analysis articles included). We used the following search keywords: CPS skills, collaborative, and technology-based assessment. The findings revealed that the publication in the field of CPS began declining after peaking in 2019, with a particularly sharp drop in 2024. The findings also showed that Gwo-Jen Hwang was the most influential author, having an h-index of 4, a g-index of 4, and a total citation of 94 citations across four publications. Furthermore, most research concentrated on junior secondary school learners, indicating a particular emphasis on this group, according to a systematic evaluation of 20 publications that satisfied the specific exclusion criteria. An examination of keyword patterns showed that, between 2014 and 2024, the emphasis of research on problem-solving and collaborative learning significantly changed, with distinct terms becoming less and less frequent. The most common method in CPS assessments was the human-to-human interaction approach.