Generative Artificial Intelligence in K-12 Education: Bibliometric Analysis and Trends

The aim of this research is to identify trends, general tendencies, and collaboration networks in generative AI research at the K-12 level. The Web of Science database was searched for research on generative AI and education, and 207 studies were included. The research included the most productive and most cited authors, institutions, and countries in the field, as well as analysis of collaboration networks and thematic analysis. Biblioshniy, an R Studio program, was used for data analysis. The research found that China and the US are at the center of generative AI research at the K-12 level, while cross-national collaboration networks are weak. Institutionally, institutions based in China, the US, Hong Kong, and Australia are leading institutions. The most published journals are high-impact journals in the field of educational technologies. Trending topics within the field include generative AI, technological pedagogical domain knowledge, computational thinking skills, artificial intelligence literacy, self-regulation skills, assessment, ChatGPT, teacher education, curriculum integration, skills, obstacles, and opportunities. Research in the field has shifted from a technology-based approach to studies focusing on the design of generative artificial intelligence at the K-12 level, teacher competencies and training, and its impact on students' cognitive and affective skills. The research has also led to recommendations for developing international collaborations and conducting comparative bibliometric analyses.