Mapping of the Metaverse in classrooms
a bibliometric analysis
DOI:
https://doi.org/10.1590/1983-3652.2026.59885Keywords:
Metaverse, Classroom, Bibliometric analysis, VOS ViewerAbstract
This study aims to map the research landscape of the Metaverse in classroom settings through a comprehensive bibliometric analysis, identifying trends, key contributors, and citation patterns. A bibliometric analysis was conducted using the Web of Science database, recognized for its extensive scientific literature, on articles related to the Metaverse in education. The search, carried out on September 7th, 2024, covered publications from 2008 to 2024. Data on publication counts, leading research countries, and citations were systematically collected and analyzed. The results revealed a total of 81 publications on Metaverse research in educational contexts from 2008 to 2024, indicating a slow growth trend. China contributed 45 publications, accounting for 23% of the total, and emerged as the leading contributor. The IEEE Transactions on Learning Technologies, a peer-reviewed scientific journal covering advances in learning technologies, was identified as the most productive journal. The cumulative citations of the total publications reached 1,497, with the paper titled ``Extending the Technology Acceptance Model (TAM) to Predict University Students' Intentions to Use Metaverse-Based Learning Platforms'' being the most cited, with 95 citations. China and the United States were recognized as major centers for citation interactions, with China accounting for 501 citations from its 45 articles. The study provides a foundational understanding of the current state of Metaverse research within classroom settings and highlights key contributors and trends to guide future research directions and educational practices.
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