Immersive Technology in Physics Education: A Metadata Analysis From 2011 to 2026
Keywords:
Augmented Reality, Immersive Technology, Physics Education, Virtual RealityAbstract
This study aims to analyze the research landscape, publication trends, scientific impact (citation analysis), primary publication sources, affiliations, topic trends, and global collaboration patterns in the field of immersive technology in physics education using a bibliometric approach. Data were obtained from reputable scientific databases and analyzed using Biblioshiny. The results show a significant increase in the number of publications, reflecting the growing attention to the use of immersive technology in physics learning. Citation analysis indicates that scientific impact is still dominated by publications from developed countries and high-capacity research institutions. Leading publication sources and affiliations play a crucial role in the production and dissemination of knowledge in this field. Meanwhile, research topic trends are dominated by virtual reality, augmented reality, and interactive learning. Analysis of the collaboration network reveals that the structure remains fragmented, dominated by the United Kingdom and the United States as primary hubs. On the other hand, Indonesia demonstrates a strategic position with high proximity to other actors, potentially accelerating knowledge diffusion, although its bridging role remains limited. The existence of relatively isolated clusters also indicates gaps in global collaboration. These findings confirm that despite the rapid growth of this field, the distribution of collaboration and scientific contributions remains uneven. Therefore, it is necessary to strengthen more inclusive international collaboration and develop more equitable research to support the sustainable progress of this field.
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