Educational technology and assessment: a comprehensive bibliometric analysis (2010–2024)

Abstract This study presents an in-depth bibliometric analysis of global research trends in educational technology and assessment from 2010 to 2024, focusing on Scopus-indexed publications. With the increasing integration of digital innovations—such as game-based learning, augmented reality, and artificial intelligence—there is a pressing need to systematically chart scholarly contributions, thematic developments, and research gaps in this dynamic field. Using VOSviewer software, the study analyzes thematic networks, author collaborations, and keyword distributions drawn from 1142 sources, including journal articles, conference proceedings, and book chapters. The analysis addresses publication growth trajectories, prominent scholars and institutions, and the geographic distribution of research activity. Results reveal a substantial rise in output, with a notable peak in 2021, coinciding with a global shift toward digital education in the aftermath of the COVID-19 pandemic. Frequently occurring keywords such as "educational technology," "game-based learning," and "augmented reality" highlight key areas of scholarly focus. The United States and China lead in research volume, while Taiwan and Malaysia display significant upward trends in scholarly output. Influential journals such as Computers and Education and Educational Technology Research and Development are identified as key publication outlets. The findings highlight a shift from traditional educational technologies to more adaptive, AI-powered approaches that prioritize personalized learning and multimodal collaboration. The study advocates for expanded inquiry into artificial intelligence and gamification to advance inclusive and sustainable educational strategies.