A Bibliometric Analysis of Research on The Use of Technology in Self-Regulated Learning

Abstract

This study aimed to determine the primary subjects, well-known authors, often-cited sources, most-cited publications, and countries conducting research on the use of technology-related problems in self-regulated learning. Moreover, this study employed bibliometric techniques to discover and analyze the scientific literature for the purpose of providing recommendations for future research directions. Additionally, the descriptive bibliometric analysis method was employed, and 41 publications were selected from the Scopus database using revised data. It was discovered that, out of the years 2011 to 2023, 2023 stood out with the highest number of publications (16 in total). Furthermore, the United States was identified as the most dominant country in this field, with a total of nine publications and five collaborations with other countries. It was also found that 18 of the 41 journals have been published in Q1 journals. This study focused on finding journals that investigated the use of technology in self-regulated learning, specifically in the fields of 1) e-learning and artificial intelligence; 2) learning, higher education, and teaching; 3) self-regulated learning, students, and mobile learning; and 4) education, systematic literature review, and technology. In addition, due to the limitations of the existing search sources, it was expected that future research would consider expanding the scope of findings using other databases as alternatives (such as Web of Science and Google Scholar). This was expected to enable a more comprehensive picture of the use of technology in self-regulated learning.