Research Trends in Technology-Assisted Project-Based Learning: A Scoping Review Using Bibliometric Analysis

Abstract

This study aims to deliver a thorough bibliometric analysis of technology-assisted Project-Based Learning in educational contexts, focusing on research trends from 2015 to 2024. This research addresses the gap in literature regarding the systematic review of publications, citation trends, influence of technological integration Project-Based Learning (PjBL). Using the Scopus database, this study employs bibliometric techniques, including citation analysis, co-word analysis and co-authorship analysis to investigate document productivity, author influence, geographic contributions, institutional support, and keyword distribution. Data were collected from 2,966 documents identified with the keyword “technology” AND “Project-Based Learning,” and filtered based on specific inclusion criteria. The results reveal stable publication rates and fluctuating citation trends, with notable contributions from authors, countries, and institutions leading in technology integration within PjBL. Findings highlight the significant role of emerging digital tools, such as e-learning and web technologies, in enhancing PjBL. This study underscores the need for further exploration into advanced digital tools and innovative pedagogical strategies within PjBL, recommending future research to integrate digital resources and assess their impact on students' critical thinking, collaboration, and creativity. The findings offer significant insights for educators, policymakers, and curriculum writers to effectively integrate technology in Project-Based Learning, in alignment with 21st-century educational goals.