Detecting latent topics and trends in educational technologies over four decades using structural topic modeling: A retrospective of all volumes of Computers & Education

被引:230
作者
Chen, Xieling [1 ]
Zou, Di [2 ]
Cheng, Gary [1 ]
Xie, Haoran [3 ]
机构
[1] Educ Univ Hong Kong, Dept Math & Informat Technol, Tai Po, 10 Lo Ping Rd, Hong Kong, Peoples R China
[2] Educ Univ Hong Kong, Dept English Language Educ, Tai Po, 10 Lo Ping Rd, Hong Kong, Peoples R China
[3] Lingnan Univ, Dept Comp & Decis Sci, Tuen Mun, 8 Castle Peak Rd, Hong Kong, Peoples R China
关键词
Applications in subject areas; Data science applications in education; ASSISTED-INSTRUCTION; FLIPPED CLASSROOM; CONTENT KNOWLEDGE; NETWORK ANALYSIS; STUDENTS; TEXT; INTEGRATION; PUBLICATIONS; PERFORMANCE; FEEDBACK;
D O I
10.1016/j.compedu.2020.103855
中图分类号
TP39 [计算机的应用];
学科分类号
081203 ; 0835 ;
摘要
Computers & Education has been leading the field of computers in education for over 40 years, during which time it has developed into a well-known journal with significant influences on the educational technology research community. Questions such as "in what research topics were the academic community of Computers & Education interested?" "how did such research topics evolve over time?" and "what were the main research concerns of its major contributors?" are important to both the editorial board and readership of Computers & Education. To address these issues, this paper conducted a structural topic modeling analysis of 3963 articles published in Computers & Education between 1976 and 2018 bibliometrically. A structural topic model was used to profile the research hotspots. By further exploring annual topic proportion trends and topic correlations, potential future research directions and inter-topic research areas were identified. The major research concerns of the publications in Computers & Education by prolific countries/regions were shown and compared. Thus, this work provided useful insights and implications, and it could be used as a guide for contributors to Computers & Education.
引用
收藏
页数:21
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