Mapping of the Metaverse in classrooms: a bibliometric analysis

Amirah Alzahrani; Tahani  Al-Malaji

doi:10.1590/1983-3652.2026.59885

Autores

Amirah Alzahrani University of Bisha, College of Education and Human Development, Department of Curriculum and Teaching Methods, Bisha, Saudi Arabia https://orcid.org/0000-0002-5967-0813
Tahani Al-Malaji University of Jordan, Curriculum and Instruction, Educational Technology, Amman, Jordan https://orcid.org/0009-0001-5589-7447

DOI:

https://doi.org/10.1590/1983-3652.2026.59885

Palavras-chave:

Metaverso, Sala de aula, Análise bibliométrica, VOS Viewer

Resumo

Este estudo tem como objetivo mapear o panorama da pesquisa sobre o Metaverso em contextos de sala de aula por meio de uma análise bibliométrica, identificando tendências, principais contribuintes e padrões de citação. A análise foi realizada na base de dados Web of Science, reconhecida por sua ampla coleção de literatura científica, com a busca sendo executada em 7 de setembro de 2024, considerando publicações de 2008 a 2024. Os dados sobre número de publicações, países líderes e citações foram coletados e analisados sistematicamente. Os resultados revelaram um total de 81 publicações sobre o Metaverso em contextos educacionais, indicando um crescimento lento. A China destacou-se como o principal contribuidor, com 45 publicações, representando 23% do total. O periódico IEEE Transactions on Learning Technologies, uma revista científica revisada por pares que aborda avanços em tecnologias de aprendizagem, foi o mais produtivo. As citações totais atingiram 1.497, sendo o artigo ``Extending the Technology Acceptance Model (TAM) to Predict University Students’ Intentions to Use Metaverse-Based Learning Platforms'' o mais citado, com 95 citações. China e Estados Unidos foram identificados como os principais centros de interação de citações, sendo que a China respondeu por 501 citações provenientes de seus 45 artigos. O estudo fornece uma compreensão fundamental do estado atual das pesquisas sobre o Metaverso em sala de aula e destaca tendências e contribuintes que podem orientar futuras práticas e investigações educacionais.

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