Bibliometric Trends in Children and Technology Interaction Research
Main Article Content
Abstract
The International Journal of Child-Computer Interaction (IJCCI), published since 2013, has become the primary forum for research focusing on the relationship between children and interactive technology. This study aims to present a comprehensive bibliometric analysis that maps of advancement and research trend of IJCCI publications during the period 2015–2025. A total of 428 documents were analyzed using RStudio, VOSviewer, and Microsoft Excel to evaluate the journal's performance analysis, science mapping, and thematic structure. The results indicates that IJCCI has experienced stable publication growth since 2015, with a significant increase in the period 2019–2023. Keyword analysis revealed themes such as computational thinking, constructivism, and coding. Bibliographic coupling analysis identified four main clusters including design education, computational empowerment, machine learning, and artificial intelligence. These results are an important reference and providing a foundation future study for researchers and practitioners in the field of elementary school and technology implementation.
Article Details
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NURDIYANTO, Reno.
Bibliometric Trends in Children and Technology Interaction Research.
Proceeding of International Conference on Islamic Education (ICIED), [S.l.], v. 10, n. 1, p. 294-305, dec. 2025.
ISSN 2613-9804.
Available at: <https://conferences.uin-malang.ac.id/index.php/icied/article/view/3607>. Date accessed: 07 may 2026.
doi: https://doi.org/10.18860/icied.v10i1.3607.
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Articles
References
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Alshater, M. M., Atayah, O. F., & Hamdan, A. (2023). Journal of Sustainable Finance and Investment: A bibliometric analysis. Journal of Sustainable Finance and Investment, 13(3), 1131–1152. https://doi.org/10.1080/20430795.2021.1947116
Antle, A. N., & Hourcade, J. P. (2022). Research in Child–Computer Interaction: Provocations and envisioning future directions. International Journal of Child-Computer Interaction, 32, 100374. https://doi.org/10.1016/j.ijcci.2021.100374
Archambault, É., Campbell, D., Gingras, Y., & Larivière, V. (2009). Comparing bibliometric statistics obtained from the Web of Science and Scopus. Journal of the American Society for Information Science and Technology, 60(7), 1320–1326. https://doi.org/10.1002/asi.21062
Aria, M., & Cuccurullo, C. (2017). bibliometrix : An R-tool for comprehensive science mapping analysis. Journal of Informetrics, 11(4), 959–975. https://doi.org/10.1016/j.joi.2017.08.007
Azemi, A., Azhar, S. M. F. J., & Jamaludin, N. A. (2024). Academic Dishonesty in Higher Education: A Bibliometric Analysis. International Journal of Religion, 5(7), 1094–1103. https://doi.org/10.61707/bwsq2v18
Bakala, E., Gerosa, A., Hourcade, J. P., & Tejera, G. (2021). Preschool children, robots, and computational thinking: A systematic review. In International Journal of Child-Computer Interaction (Vol. 29). Elsevier B.V. https://doi.org/10.1016/j.ijcci.2021.100337
Benny, Fios, F., Ying, Y., & Yang, E. (2025). Web-based interactive media model for character building education. Journal of Education and Learning, 19(3), 1637–1650. https://doi.org/10.11591/edulearn.v19i3.21876
Cavalcanti, A. P., Barbosa, A., Carvalho, R., Freitas, F., Tsai, Y. S., Gašević, D., & Mello, R. F. (2021). Automatic feedback in online learning environments: A systematic literature review. In Computers and Education: Artificial Intelligence (Vol. 2). Elsevier B.V. https://doi.org/10.1016/j.caeai.2021.100027
Chen, J., & Mokmin, N. A. M. (2024). Enhancing primary school students’ performance, flow state, and cognitive load in visual arts education through the integration of augmented reality technology in a card game. Education and Information Technologies, 29(12), 15441–15461. https://doi.org/10.1007/s10639-024-12456-x
Drljević, N., Botički, I., & Wong, L. H. (2024). Observing student engagement during augmented reality learning in early primary school. Journal of Computers in Education, 11(1), 181–213. https://doi.org/10.1007/s40692-022-00253-9
Dubovi, I., & Adler, I. (2024). The impact of COVID-19 induced anxiety on students’ engagement while learning with online computer-based simulations: the mediating role of boredom. Interactive Learning Environments, 32(3), 843–858. https://doi.org/10.1080/10494820.2022.2100427
Durieux, V., & Gevenois, P. A. (2010). Bibliometric Indicators: Quality Measurements of Scientific Publication. Radiology, 255(2), 342–351. https://doi.org/10.1148/radiol.09090626
Egaji, O. A., Asghar, I., Griffiths, M. G., & Hinton, D. (2022). An augmented reality-based system for improving quality of services operations: a study of educational institutes. TQM Journal, 34(2), 330–354. https://doi.org/10.1108/TQM-07-2021-0218
Esfandbod, A., Rokhi, Z., Meghdari, A. F., Taheri, A., Soleymani, Z., Alemi, M., & Karimi, M. (2023). Fast mapping in word-learning: A case study on the humanoid social robots’ impacts on Children’s performance. International Journal of Child-Computer Interaction, 38. https://doi.org/10.1016/j.ijcci.2023.100614
Febliza, A., Afdal, Z., & Copriady, J. (2023). Improving Students’ Critical Thinking Skills: Is Interactive Video and Interactive Web Module Beneficial? International Journal of Interactive Mobile Technologies, 17(3), 70–86. https://doi.org/10.3991/ijim.v17i03.34699
Flavin, E., Hwang, S., & Flavin, M. T. (2025). Augmented Reality for Mathematics Achievement: A Meta-Analysis of Main and Moderator Effects. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-025-10546-x
Giannakos, M., Papamitsiou, Z., Markopoulos, P., Read, J., & Hourcade, J. P. (2020). Mapping child–computer interaction research through co-word analysis. International Journal of Child-Computer Interaction, 23–24, 100165. https://doi.org/10.1016/j.ijcci.2020.100165
Hatzigianni, M., Stephenson, T., Harrison, L. J., Waniganayake, M., Li, P., Barblett, L., Hadley, F., Andrews, R., Davis, B., & Irvine, S. (2023). The role of digital technologies in supporting quality improvement in Australian early childhood education and care settings. International Journal of Child Care and Education Policy, 17(1), 5. https://doi.org/10.1186/s40723-023-00107-6
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Huang, C., Yang, C., Wang, S., Wu, W., Su, J., & Liang, C. (2020). Evolution of topics in education research: a systematic review using bibliometric analysis. Educational Review, 72(3), 281–297. https://doi.org/10.1080/00131911.2019.1566212
Jiang, H., Zhu, D., Chugh, R., Turnbull, D., & Jin, W. (2025). Virtual reality and augmented reality-supported K-12 STEM learning: trends, advantages and challenges. Education and Information Technologies, 30(9), 12827–12863. https://doi.org/10.1007/s10639-024-13210-z
Karakus, M., Ersozlu, A., & Clark, A. C. (2019). Augmented reality research in education: A bibliometric study. Eurasia Journal of Mathematics, Science and Technology Education, 15(10). https://doi.org/10.29333/ejmste/103904
Khan, M., Chaudhry, M. N., Ahsan, M., & Ahmad, R. (2024). ChatGPT and the future of impact assessment. Environmental Science and Policy, 157. https://doi.org/10.1016/j.envsci.2024.103779
Kooli, C., & Yusuf, N. (2024). Transforming Educational Assessment: Insights Into the Use of ChatGPT and Large Language Models in Grading. International Journal of Human-Computer Interaction. https://doi.org/10.1080/10447318.2024.2338330
Lin, Y., Weintrop, D., & McKenna, J. (2025). Switch mode: How one environment supports multiple strategies to transition from block-based to text-based programming. International Journal of Child-Computer Interaction, 44. https://doi.org/10.1016/j.ijcci.2025.100737
Maral, M. (2024). A Bibliometric Analysis on Academic Integrity. Journal of Academic Ethics. https://doi.org/10.1007/s10805-024-09519-6
Mora-Guiard, J., Crowell, C., Pares, N., & Heaton, P. (2017). Sparking social initiation behaviors in children with Autism through full-body Interaction. International Journal of Child-Computer Interaction, 11, 62–71. https://doi.org/10.1016/j.ijcci.2016.10.006
Nandiyanto, A. B. D., Husaeni, D. F. Al, & Husaeni, D. N. Al. (2023). Social Impact and Internationalization of “Indonesian Journal of Science and Technology” the Best Journal in Indonesia: A Bibliometric Analysis. Journal of Advanced Research in Applied Sciences and Engineering Technology, 32(2), 42–59. https://doi.org/10.37934/ARASET.32.2.4259
O’Connor Bones, U., Bates, J., Finlay, J., & Campbell, A. (2022). Parental involvement during COVID-19: experiences from the special school. European Journal of Special Needs Education, 37(6), 936–949. https://doi.org/10.1080/08856257.2021.1967297
Raman, R., Achuthan, K., Nair, V. K., & Nedungadi, P. (2022). Virtual Laboratories- A historical review and bibliometric analysis of the past three decades. Education and Information Technologies, 27(8), 11055–11087. https://doi.org/10.1007/s10639-022-11058-9
Rodrigues, M., Silva, R., Borges, A. P., Franco, M., & Oliveira, C. (2024). Artificial intelligence: threat or asset to academic integrity? A bibliometric analysis. In Kybernetes. Emerald Publishing. https://doi.org/10.1108/K-09-2023-1666
Sharma, K., Papavlasopoulou, S., & Giannakos, M. (2019). Coding games and robots to enhance computational thinking: How collaboration and engagement moderate children’s attitudes? International Journal of Child-Computer Interaction, 21, 65–76. https://doi.org/10.1016/j.ijcci.2019.04.004
Silva, C., Bouchard, S., & Bélanger, C. (2022). Children’s perception of phobogenic stimuli in virtual reality. International Journal of Child-Computer Interaction, 32. https://doi.org/10.1016/j.ijcci.2021.100417
Singh, M., Bangay, S., & Sajjanhar, A. (2023). Teachers’ Perspectives on Using Augmented-Reality-Enhanced Analytics as a Measure of Student Disengagement. Multimodal Technologies and Interaction, 7(12). https://doi.org/10.3390/mti7120116
Sperling, K., Stenliden, L., Mannila, L., Hallström, J., Nordlöf, C., & Heintz, F. (2025). Perspectives on AI literacy in Middle School Classrooms: An Integrative Review. Postdigital Science and Education, 7(3), 719–749. https://doi.org/10.1007/s42438-025-00560-1
Su, J., Ng, D. T. K., & Chu, S. K. W. (2023). Artificial Intelligence (AI) Literacy in Early Childhood Education: The Challenges and Opportunities. Computers and Education: Artificial Intelligence, 4, 100124. https://doi.org/10.1016/j.caeai.2023.100124
Surahman, E., & Wang, T. (2022). Academic dishonesty and trustworthy assessment in online learning: A systematic literature review. Journal of Computer Assisted Learning, 38(6), 1535–1553. https://doi.org/10.1111/jcal.12708
Sylla, C., Heljakka, K., Catala, A., & Guneysu, A. G. (2022). Smart Toys, Smart Tangibles, Robots and other Smart Things for Children. International Journal of Child-Computer Interaction, 33. https://doi.org/10.1016/j.ijcci.2022.100489
Ünlütabak, B., & Erol Barkana, D. E. (2025). Children’s information search with social robots: A focus on Children’s question-asking behavior. International Journal of Child-Computer Interaction, 45. https://doi.org/10.1016/j.ijcci.2025.100751
Wilson, M. L. (2024). Topics, author profiles, and collaboration networks in the Journal of Research on Technology in Education: A bibliometric analysis of 20 years of research. Journal of Research on Technology in Education, 56(3), 291–313. https://doi.org/10.1080/15391523.2022.2134236
Yim, I. H. Y., & Su, J. (2024). Artificial intelligence (AI) learning tools in K-12 education: A scoping review. Journal of Computers in Education. https://doi.org/10.1007/s40692-023-00304-9
Yusuf, A., Pervin, N., & Román-González, M. (2024). Generative AI and the future of higher education: a threat to academic integrity or reformation? Evidence from multicultural perspectives. International Journal of Educational Technology in Higher Education, 21(1). https://doi.org/10.1186/s41239-024-00453-6
Zhai, X., & Nehm, R. H. (2023). AI and formative assessment: The train has left the station. In Journal of Research in Science Teaching (Vol. 60, Issue 6, pp. 1390–1398). John Wiley and Sons Inc. https://doi.org/10.1002/tea.21885
Alshater, M. M., Atayah, O. F., & Hamdan, A. (2023). Journal of Sustainable Finance and Investment: A bibliometric analysis. Journal of Sustainable Finance and Investment, 13(3), 1131–1152. https://doi.org/10.1080/20430795.2021.1947116
Antle, A. N., & Hourcade, J. P. (2022). Research in Child–Computer Interaction: Provocations and envisioning future directions. International Journal of Child-Computer Interaction, 32, 100374. https://doi.org/10.1016/j.ijcci.2021.100374
Archambault, É., Campbell, D., Gingras, Y., & Larivière, V. (2009). Comparing bibliometric statistics obtained from the Web of Science and Scopus. Journal of the American Society for Information Science and Technology, 60(7), 1320–1326. https://doi.org/10.1002/asi.21062
Aria, M., & Cuccurullo, C. (2017). bibliometrix : An R-tool for comprehensive science mapping analysis. Journal of Informetrics, 11(4), 959–975. https://doi.org/10.1016/j.joi.2017.08.007
Azemi, A., Azhar, S. M. F. J., & Jamaludin, N. A. (2024). Academic Dishonesty in Higher Education: A Bibliometric Analysis. International Journal of Religion, 5(7), 1094–1103. https://doi.org/10.61707/bwsq2v18
Bakala, E., Gerosa, A., Hourcade, J. P., & Tejera, G. (2021). Preschool children, robots, and computational thinking: A systematic review. In International Journal of Child-Computer Interaction (Vol. 29). Elsevier B.V. https://doi.org/10.1016/j.ijcci.2021.100337
Benny, Fios, F., Ying, Y., & Yang, E. (2025). Web-based interactive media model for character building education. Journal of Education and Learning, 19(3), 1637–1650. https://doi.org/10.11591/edulearn.v19i3.21876
Cavalcanti, A. P., Barbosa, A., Carvalho, R., Freitas, F., Tsai, Y. S., Gašević, D., & Mello, R. F. (2021). Automatic feedback in online learning environments: A systematic literature review. In Computers and Education: Artificial Intelligence (Vol. 2). Elsevier B.V. https://doi.org/10.1016/j.caeai.2021.100027
Chen, J., & Mokmin, N. A. M. (2024). Enhancing primary school students’ performance, flow state, and cognitive load in visual arts education through the integration of augmented reality technology in a card game. Education and Information Technologies, 29(12), 15441–15461. https://doi.org/10.1007/s10639-024-12456-x
Drljević, N., Botički, I., & Wong, L. H. (2024). Observing student engagement during augmented reality learning in early primary school. Journal of Computers in Education, 11(1), 181–213. https://doi.org/10.1007/s40692-022-00253-9
Dubovi, I., & Adler, I. (2024). The impact of COVID-19 induced anxiety on students’ engagement while learning with online computer-based simulations: the mediating role of boredom. Interactive Learning Environments, 32(3), 843–858. https://doi.org/10.1080/10494820.2022.2100427
Durieux, V., & Gevenois, P. A. (2010). Bibliometric Indicators: Quality Measurements of Scientific Publication. Radiology, 255(2), 342–351. https://doi.org/10.1148/radiol.09090626
Egaji, O. A., Asghar, I., Griffiths, M. G., & Hinton, D. (2022). An augmented reality-based system for improving quality of services operations: a study of educational institutes. TQM Journal, 34(2), 330–354. https://doi.org/10.1108/TQM-07-2021-0218
Esfandbod, A., Rokhi, Z., Meghdari, A. F., Taheri, A., Soleymani, Z., Alemi, M., & Karimi, M. (2023). Fast mapping in word-learning: A case study on the humanoid social robots’ impacts on Children’s performance. International Journal of Child-Computer Interaction, 38. https://doi.org/10.1016/j.ijcci.2023.100614
Febliza, A., Afdal, Z., & Copriady, J. (2023). Improving Students’ Critical Thinking Skills: Is Interactive Video and Interactive Web Module Beneficial? International Journal of Interactive Mobile Technologies, 17(3), 70–86. https://doi.org/10.3991/ijim.v17i03.34699
Flavin, E., Hwang, S., & Flavin, M. T. (2025). Augmented Reality for Mathematics Achievement: A Meta-Analysis of Main and Moderator Effects. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-025-10546-x
Giannakos, M., Papamitsiou, Z., Markopoulos, P., Read, J., & Hourcade, J. P. (2020). Mapping child–computer interaction research through co-word analysis. International Journal of Child-Computer Interaction, 23–24, 100165. https://doi.org/10.1016/j.ijcci.2020.100165
Hatzigianni, M., Stephenson, T., Harrison, L. J., Waniganayake, M., Li, P., Barblett, L., Hadley, F., Andrews, R., Davis, B., & Irvine, S. (2023). The role of digital technologies in supporting quality improvement in Australian early childhood education and care settings. International Journal of Child Care and Education Policy, 17(1), 5. https://doi.org/10.1186/s40723-023-00107-6
https://www.sciencedirect.com/journal/international-journal-of-child-computer-interaction/about/aims-and-scope. (2025). Elsevier B.V.
Huang, C., Yang, C., Wang, S., Wu, W., Su, J., & Liang, C. (2020). Evolution of topics in education research: a systematic review using bibliometric analysis. Educational Review, 72(3), 281–297. https://doi.org/10.1080/00131911.2019.1566212
Jiang, H., Zhu, D., Chugh, R., Turnbull, D., & Jin, W. (2025). Virtual reality and augmented reality-supported K-12 STEM learning: trends, advantages and challenges. Education and Information Technologies, 30(9), 12827–12863. https://doi.org/10.1007/s10639-024-13210-z
Karakus, M., Ersozlu, A., & Clark, A. C. (2019). Augmented reality research in education: A bibliometric study. Eurasia Journal of Mathematics, Science and Technology Education, 15(10). https://doi.org/10.29333/ejmste/103904
Khan, M., Chaudhry, M. N., Ahsan, M., & Ahmad, R. (2024). ChatGPT and the future of impact assessment. Environmental Science and Policy, 157. https://doi.org/10.1016/j.envsci.2024.103779
Kooli, C., & Yusuf, N. (2024). Transforming Educational Assessment: Insights Into the Use of ChatGPT and Large Language Models in Grading. International Journal of Human-Computer Interaction. https://doi.org/10.1080/10447318.2024.2338330
Lin, Y., Weintrop, D., & McKenna, J. (2025). Switch mode: How one environment supports multiple strategies to transition from block-based to text-based programming. International Journal of Child-Computer Interaction, 44. https://doi.org/10.1016/j.ijcci.2025.100737
Maral, M. (2024). A Bibliometric Analysis on Academic Integrity. Journal of Academic Ethics. https://doi.org/10.1007/s10805-024-09519-6
Mora-Guiard, J., Crowell, C., Pares, N., & Heaton, P. (2017). Sparking social initiation behaviors in children with Autism through full-body Interaction. International Journal of Child-Computer Interaction, 11, 62–71. https://doi.org/10.1016/j.ijcci.2016.10.006
Nandiyanto, A. B. D., Husaeni, D. F. Al, & Husaeni, D. N. Al. (2023). Social Impact and Internationalization of “Indonesian Journal of Science and Technology” the Best Journal in Indonesia: A Bibliometric Analysis. Journal of Advanced Research in Applied Sciences and Engineering Technology, 32(2), 42–59. https://doi.org/10.37934/ARASET.32.2.4259
O’Connor Bones, U., Bates, J., Finlay, J., & Campbell, A. (2022). Parental involvement during COVID-19: experiences from the special school. European Journal of Special Needs Education, 37(6), 936–949. https://doi.org/10.1080/08856257.2021.1967297
Raman, R., Achuthan, K., Nair, V. K., & Nedungadi, P. (2022). Virtual Laboratories- A historical review and bibliometric analysis of the past three decades. Education and Information Technologies, 27(8), 11055–11087. https://doi.org/10.1007/s10639-022-11058-9
Rodrigues, M., Silva, R., Borges, A. P., Franco, M., & Oliveira, C. (2024). Artificial intelligence: threat or asset to academic integrity? A bibliometric analysis. In Kybernetes. Emerald Publishing. https://doi.org/10.1108/K-09-2023-1666
Sharma, K., Papavlasopoulou, S., & Giannakos, M. (2019). Coding games and robots to enhance computational thinking: How collaboration and engagement moderate children’s attitudes? International Journal of Child-Computer Interaction, 21, 65–76. https://doi.org/10.1016/j.ijcci.2019.04.004
Silva, C., Bouchard, S., & Bélanger, C. (2022). Children’s perception of phobogenic stimuli in virtual reality. International Journal of Child-Computer Interaction, 32. https://doi.org/10.1016/j.ijcci.2021.100417
Singh, M., Bangay, S., & Sajjanhar, A. (2023). Teachers’ Perspectives on Using Augmented-Reality-Enhanced Analytics as a Measure of Student Disengagement. Multimodal Technologies and Interaction, 7(12). https://doi.org/10.3390/mti7120116
Sperling, K., Stenliden, L., Mannila, L., Hallström, J., Nordlöf, C., & Heintz, F. (2025). Perspectives on AI literacy in Middle School Classrooms: An Integrative Review. Postdigital Science and Education, 7(3), 719–749. https://doi.org/10.1007/s42438-025-00560-1
Su, J., Ng, D. T. K., & Chu, S. K. W. (2023). Artificial Intelligence (AI) Literacy in Early Childhood Education: The Challenges and Opportunities. Computers and Education: Artificial Intelligence, 4, 100124. https://doi.org/10.1016/j.caeai.2023.100124
Surahman, E., & Wang, T. (2022). Academic dishonesty and trustworthy assessment in online learning: A systematic literature review. Journal of Computer Assisted Learning, 38(6), 1535–1553. https://doi.org/10.1111/jcal.12708
Sylla, C., Heljakka, K., Catala, A., & Guneysu, A. G. (2022). Smart Toys, Smart Tangibles, Robots and other Smart Things for Children. International Journal of Child-Computer Interaction, 33. https://doi.org/10.1016/j.ijcci.2022.100489
Ünlütabak, B., & Erol Barkana, D. E. (2025). Children’s information search with social robots: A focus on Children’s question-asking behavior. International Journal of Child-Computer Interaction, 45. https://doi.org/10.1016/j.ijcci.2025.100751
Wilson, M. L. (2024). Topics, author profiles, and collaboration networks in the Journal of Research on Technology in Education: A bibliometric analysis of 20 years of research. Journal of Research on Technology in Education, 56(3), 291–313. https://doi.org/10.1080/15391523.2022.2134236
Yim, I. H. Y., & Su, J. (2024). Artificial intelligence (AI) learning tools in K-12 education: A scoping review. Journal of Computers in Education. https://doi.org/10.1007/s40692-023-00304-9
Yusuf, A., Pervin, N., & Román-González, M. (2024). Generative AI and the future of higher education: a threat to academic integrity or reformation? Evidence from multicultural perspectives. International Journal of Educational Technology in Higher Education, 21(1). https://doi.org/10.1186/s41239-024-00453-6
Zhai, X., & Nehm, R. H. (2023). AI and formative assessment: The train has left the station. In Journal of Research in Science Teaching (Vol. 60, Issue 6, pp. 1390–1398). John Wiley and Sons Inc. https://doi.org/10.1002/tea.21885