Immersive Technology: A Bibliometric Analysis of Extended Reality Research Trends in STEM Education
Keywords:
Extended Reality, Immersive Technology, Metaverse, Mixed Reality, STEM Education
Abstract
Purpose of the study: This study aims to conduct a comprehensive review of the development of research on the use of XR technology in STEM education and its current status.
Methodology: This study employed a bibliometric review method using data from Scopus on XR technology in STEM education from 2011–2025. A total of 138 articles were collected in RIS and CSV formats between September 30 and October 1, 2025. Data analysis was conducted using Biblioshiny (RStudio) and VOSviewer to identify research trends and patterns.
Main Findings: The results show that there is long-term scientific interest in research on the use of XR technology in STEM education, with an average annual growth rate of 26.2 and an average number of citations per document of 32.55. In addition, keywords such as metaverse, gamification, and virtual environment have significant potential in terms of future research, assuming that these keywords will be developed and integrated into STEM curricula and pedagogy.
Novelty/Originality of this study: This study offers an innovative contribution by integrating bibliometric analysis with an evaluation of XR implementation trends in STEM education, going beyond descriptive reviews. It identifies key research gaps, underexplored areas, and the potential impact of XR on learning effectiveness. The findings provide a practical foundation for educators, researchers, and policymakers to design measurable, effective, and sustainable XR-based learning strategies, while strengthening both methodological and practical contributions to immersive STEM education research.
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[27] A. Pregowska, M. Osial, and A. Gajda, “What will the education of the future look like? How have Metaverse and Extended Reality affected the higher education systems?,” Metaverse Basic and Applied Research, vol. 3, Jan. 2024, doi: 10.56294/mr202457.
[28] P. H. Chen, “The design of applying gamification in an immersive virtual reality virtual laboratory for powder-bed binder jetting 3dp training,” Educ Sci (Basel), vol. 10, no. 7, pp. 1–22, Jul. 2020, doi: 10.3390/educsci10070172.
[29] L. Gerini, G. Delzanno, G. Guerrini, F. Solari, and M. Chessa, “XRCoding: introducing computational thinking and coding in a gamified eXtended reality,” Software Quality Journal, vol. 33, no. 1, p. 2, 2024, doi: 10.1007/s11219-024-09700-5.
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[2] N. M. Santos and A. Peslak, “Immersive technologies: Benefits, timeframes, and obstacles,” Issues in Information Systems, vol. 23, no. 2, pp. 170–184, 2022, doi: 10.48009/2_iis_2022_115.
[3] M. DARWISH, S. KAMEL, and A. ASSEM, “Extended reality for enhancing spatial ability in architecture design education,” Ain Shams Engineering Journal, vol. 14, no. 6, Jun. 2023, doi: 10.1016/j.asej.2022.102104.
[4] L. Judijanto, “Bibliometric Mapping of Extended Reality (XR) in Education and Business Domains Article Info ABSTRACT,” The Eastasouth Journal of Information System and Computer Science, vol. 3, no. 01, pp. 96–105, 2025, doi: 10.58812/esiscs.v3i01.
[5] C. M. Rebello, G. F. Deiró, H. K. Knuutila, L. C. de S. Moreira, and I. B. R. Nogueira, “Augmented reality for chemical engineering education,” Education for Chemical Engineers, vol. 47, pp. 30–44, Apr. 2024, doi: 10.1016/j.ece.2024.04.001.
[6] S. R. Torborg, M. P. Kligerman, M. Cohen, and J. Schefflein, “Extended Reality Applications in Otolaryngology Beyond the Operating Room: A Scoping Review,” Nov. 01, 2024, Multidisciplinary Digital Publishing Institute (MDPI). doi: 10.3390/jcm13216295.
[7] M. Soliman, A. Pesyridis, D. Dalaymani-Zad, M. Gronfula, and M. Kourmpetis, “The application of virtual reality in engineering education,” Applied Sciences (Switzerland), vol. 11, no. 6, Mar. 2021, doi: 10.3390/app11062879.
[8] E. Crespo-Almendros, M. B. Prados-Peña, and M. C. Puche-Ruiz, “Film-induced tourism: a bibliometric analysis (1998–2024),” Dec. 15, 2025, Emerald Publishing. doi: 10.1108/JHTI-01-2025-0104.
[9] J. F. G. Pacheco, “Trends and Advances in Labor Inclusion: A Bibliometric Analysis of the Last Vicennium,” European Public and Social Innovation Review, vol. 11, Jul. 2026, doi: 10.31637/epsir-2026-1632.
[10] M. H. Hasbulah, M. S. Shuib, K. A. Meerangani, A. M. Noor, M. H. Hassan, and M. A. Z. Sabri, “Trends and themes of cash waqf in Islamic finance’s research: A bibliometric analysis,” Multidisciplinary Reviews, vol. 9, no. 4, Apr. 2026, doi: 10.31893/multirev.2026173.
[11] A. Hajar and M. Karakus, “A bibliometric analysis of shadow education in Asia: Private supplementary tutoring and its implications,” Int J Educ Dev, vol. 108, Jul. 2024, doi: 10.1016/j.ijedudev.2024.103075.
[12] D. Avello and S. Aranguren Zurita, “Exploring the nexus of academic integrity and artificial intelligence in higher education: a bibliometric analysis,” International Journal for Educational Integrity, vol. 21, no. 1, p. 24, 2025, doi: 10.1007/s40979-025-00199-2.
[13] H. Ma and L. Ismail, “Bibliometric analysis and systematic review of digital competence in education,” Dec. 01, 2025, Springer Nature. doi: 10.1057/s41599-025-04401-1.
[14] G. W. Young, N. O’Dwyer, N. Johnson, and A. Smolic, “Extended reality in higher education: A case study in film, theatre, and performance practice,” Arts and Humanities in Higher Education, vol. 24, no. 4, pp. 393–426, Oct. 2025, doi: 10.1177/14740222251341403.
[15] W. Huang, R. D. Roscoe, M. C. Johnson-Glenberg, and S. D. Craig, “Motivation, engagement, and performance across multiple virtual reality sessions and levels of immersion,” J Comput Assist Learn, vol. 37, no. 3, pp. 745–758, Jun. 2021, doi: 10.1111/jcal.12520.
[16] M. Bond, V. I. Marín, and S. Bedenlier, “International Collaboration in the Field of Educational Research: A Delphi Study,” Journal of New Approaches in Educational Research, vol. 10, no. 2, pp. 190–213, 2021, doi: 10.7821/naer.2021.7.614.
[17] J. Eberle, K. Stegmann, A. Barrat, F. Fischer, and K. Lund, “Initiating scientific collaborations across career levels and disciplines – a network analysis on behavioral data,” Int J Comput Support Collab Learn, vol. 16, no. 2, pp. 151–184, 2021, doi: 10.1007/s11412-021-09345-7.
[18] S. Krashen, “Some reactions: Why my publications after 1982 were not cited or discussed,” Foreign Lang Ann, vol. 54, no. 2, pp. 331–335, Jul. 2021, doi: 10.1111/flan.12542.
[19] E. Crawford, M. H. Adsit, M. Gergoudis, H. M. Hopper, J. Cyrus, and J. B. Goodloe, “Effect of journal impact factor on publication times in orthopedic surgical journals,” Journal of Orthopaedic Reports, 2025, doi: 10.1016/j.jorep.2025.100765.
[20] F. Ghabban, A. Selamat, R. Ibrahim, O. Krejcar, P. Maresova, and E. Herrera-Viedma, “The influence of personal and organizational factors on researchers’ attitudes towards sustainable research productivity in Saudi universities,” Sustainability (Switzerland), vol. 11, no. 17, Sep. 2019, doi: 10.3390/su11174804.
[21] F. M. Talaat and S. A. Gamel, “Predicting the impact of no. of authors on no. of citations of research publications based on neural networks,” J Ambient Intell Humaniz Comput, vol. 14, no. 7, pp. 8499–8508, 2023, doi: 10.1007/s12652-022-03882-1.
[22] J. Zhu, J. Zhou, J. Pan, F. Gu, and J. Guo, “Ranking Influential Non-Content Factors on Scientific Papers’ Citation Impact: A Multidomain Comparative Analysis,” Big Data and Cognitive Computing, vol. 9, no. 2, Feb. 2025, doi: 10.3390/bdcc9020030.
[23] Y. Zhang, H. A. Mang, S. Hajama, and H. E. Chu, “Systematic Review: Influences of Fully Immersive Virtual Reality on Students’ Motivation in Learning Science,” Asia-Pacific Science Education, vol. 11, no. 1, pp. 11–53, 2025, doi: 10.1163/23641177-bja10090.
[24] N. Tegoan, S. Wibowo, and S. Grandhi, “Application of the extended reality technology for teaching new languages: A systematic review,” Dec. 01, 2021, MDPI. doi: 10.3390/app112311360.
[25] H. T. Crogman, V. D. Cano, E. Pacheco, R. B. Sonawane, and R. Boroon, “Virtual Reality, Augmented Reality, and Mixed Reality in Experiential Learning: Transforming Educational Paradigms,” Educ Sci (Basel), vol. 15, no. 3, Mar. 2025, doi: 10.3390/educsci15030303.
[26] C. Kwon, “Verification of the possibility and effectiveness of experiential learning using HMD-based immersive VR technologies,” Virtual Real, vol. 23, no. 1, pp. 101–118, 2019, doi: 10.1007/s10055-018-0364-1.
[27] A. Pregowska, M. Osial, and A. Gajda, “What will the education of the future look like? How have Metaverse and Extended Reality affected the higher education systems?,” Metaverse Basic and Applied Research, vol. 3, Jan. 2024, doi: 10.56294/mr202457.
[28] P. H. Chen, “The design of applying gamification in an immersive virtual reality virtual laboratory for powder-bed binder jetting 3dp training,” Educ Sci (Basel), vol. 10, no. 7, pp. 1–22, Jul. 2020, doi: 10.3390/educsci10070172.
[29] L. Gerini, G. Delzanno, G. Guerrini, F. Solari, and M. Chessa, “XRCoding: introducing computational thinking and coding in a gamified eXtended reality,” Software Quality Journal, vol. 33, no. 1, p. 2, 2024, doi: 10.1007/s11219-024-09700-5.
[30] C. Aguayo and C. Eames, “Using mixed reality (XR) immersive learning to enhance environmental education,” J Environ Educ, vol. 54, no. 1, pp. 58–71, Jan. 2023, doi: 10.1080/00958964.2022.2152410.
Published
2025-12-25
How to Cite
Radhiani, A., & Abouseada, F. (2025). Immersive Technology: A Bibliometric Analysis of Extended Reality Research Trends in STEM Education. Journal of Educational Technology and Learning Creativity, 3(2). https://doi.org/10.37251/jetlc.v3i2.2509
Section
Education
Copyright (c) 2025 Ahyani Radhiani, Farouk Abouseada
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