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- MakaleYayıncıda açık erişim2026Scopus SJRQ1Thematic Structure of Pedagogical Agent Studies: LDA Analysis for the Period 2020–2025
Turgut, Yigit Emrah; Aktı Aslan, Seda; Kopuz, Tuba; Aslan, Alper; Allison, Jordan; Özyurt, Özcan
This study examines 2,360 pedagogical agent (PA) articles published between 2020 and 2025 to identify thematic structures, trends, and research gaps through bibliometric analysis and LDA-based topic modeling. The optimal model produced 10 themes (c_v = 0.4767). The dominant themes—Learner Interaction with Virtual Assistants in Education, Student-Centred Learning and Individual Guidance, and NLP Foundations for Pedagogical Agents—account for 51.3% of publications. Trend analyses revealed consistent growth in both Artificial Intelligence and Pedagogical Design in Education and NLP Foundations for Pedagogical Agents, while Learner Interaction with Virtual Assistants in Education reached saturation. Interaction network results showed these themes at the conceptual core of the field, whereas AI-Driven Medical Chatbots, Knowledge-Based Learning Models, and Student Experiences in Intelligent Learning Environments emerged as future research areas. Overall, findings highlight a strong thematic shift toward artificial intelligence, natural language processing, and student-centered learning.
- MakaleAçık Erişim2026Scopus SJRQ1Thematic Evolution of Educational Technology Research: A Large-Scale Topic Modeling Perspective
Aslan, Alper; Aktı Aslan, Seda; Turgut, Yiğit Emrah; Allison, Jordan; Özyurt, Özcan
This study aims to reveal the thematic evolution of the educational technology field by analyzing 17,393 articles published between 2000 and 2024 in ten leading journals using the Latent Dirichlet Allocation (LDA) based topic modeling. Based on the analysis of title, abstract, and keywords, 20 themes were identified and grouped under seven broader meta-themes such as “Teacher Professional Competence and Technology Adoption”, “Digital and Disciplinary Literacy Development”, and “Immersive and Experiential Learning Technologies”. The model achieved its highest coherence at K = 20 (c_v = 0.4091), and the stability of the thematic structure was supported through additional runs with alternative hyperparameter configurations and expert validation. The findings show that there has been a significant increase in themes such as “Technology Integration”, “Teacher Roles in Online Learning Design”, and “Technology Acceptance and Self-Efficacy” in recent years. Temporal trend and growth analyses indicate that these themes will continue to shape the research landscape in the upcoming years. This holistic approach, which overcomes the contextual limitations of traditional bibliometric analysis, makes a significant contribution to the literature by mapping the last 25 years of scholarly accumulation in educational technology.
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