Artificial Intelligence and Reading Comprehension in Higher Education: A Bibliometric Analysis (2006–2024)

Abstract

The integration of artificial intelligence (AI) into education has generated significant interest in its impact on university students' reading comprehension. This study conducts a bibliometric analysis of the scientific production on this topic from 2006 to 2024, examining publication trends, co-authorship, and geographical distribution. A systematic review in Scopus identified 39 relevant documents. The results indicate a significant increase in recent publications, establishing AI as a key area in higher education. The United States and China lead scientific production, reflecting a global focus on leveraging AI to enhance reading comprehension. This study provides an updated research overview and highlights the need for further exploration of AI applications across various disciplines. The findings suggest that AI has transformative potential in education, warranting continuous academic analysis and discussion.