Mapping Augmented Reality in Physics Education for Enhancing Students’ Critical Thinking Skills: A Bibliometric Analysis (2015–2026)
Keywords:
Augmented Reality, Bibliometric Analysis, Critical Thinking, Physics Education, Science MappingAbstract
This study addresses the growing need to understand the development of augmented reality (AR) research in physics education, particularly to enhance students’ critical thinking skills in 21st-century learning. The study aims to map global research trends, identify thematic developments, examine collaboration networks, and explore emerging directions of AR integration in physics education during 2015–2026. A quantitative bibliometric approach was employed, using publications indexed in the Scopus database, to understand the development of augmented reality (AR) research in physics education, with the PRISMA framework for systematic article selection. Data were analyzed through performance analysis and science mapping using VOSviewer and the Bibliometrix package to identify publication trends, citation patterns, keyword relationships, and research collaborations. The results indicate a significant increase in research output after 2020, reflecting growing global interest in AR integration within physics learning. Keyword co-occurrence analysis reveals that augmented reality, critical thinking, and students are the dominant research themes, supported by topics related to learning systems, teaching materials, and 21st-century competencies. The findings also show a shift from technology-oriented studies toward pedagogically grounded approaches that position AR as a strategic tool for developing higher-order thinking skills. In addition, the emerging integration of artificial intelligence and adaptive learning demonstrates the evolution of more innovative learning environments. The novelty of this study lies in its comprehensive bibliometric mapping that integrates AR, physics education, and critical thinking within a unified analytical framework. These findings provide important implications for future research and the development of more innovative and effective physics learning strategies.
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