Smart cities have been a global concern in recent years, involving comprehensive scientific research. To obtain a structural overview and assist researchers in making insights into the characteristics of smart cities research, bibliometric analysis was carried out in this paper. With the application of the bibliometric analysis software VOSviewer and CiteSpace, 4409 smart cities were identified by the core collection of the Web of Science in publications between 1998 and 2019 and used in the analysis of this paper. Concretely, this research visually demonstrates a comprehensive overview of the field relating to smart cities in terms of the production of regular publications, main domain of smart cities researchers, most influential countries (institutions, sources and authors), and interesting research directions in the smart city researches. We also present the research collaboration among countries (regions), organizations and authors based on a series of cooperation analyses. The bibliometric analysis of the existing work provided a valuable and seminal reference for researchers and practitioners in smart cities-related research communities.
Education is an important driving force for sustainable social development. Emerging technologies such as extended reality (XR), including augmented reality (AR), virtual reality (VR) and mixed reality (MR), have been widely used. Recently, a large number of theoretical and empirical studies on the use of XR in the field of education for sustainable development have emerged. This paper uses bibliometric analysis to analyze the publication and citation trends of articles, prolific authors, institutions and countries, influential works, current topics, emerging trends, and knowledge structure to explore the overall productivity and XR research trends in the field of education for the period 1991–2021. Future development directions are also considered. On the basis of bibliometric analysis, this paper puts forward suggestions for the application of XR in the field of education for sustainable development.
Smart education is considered an inevitable choice and an important educational trend development in the Information Age. Smart education development can promote learning opportunities to master high-quality education and lifelong learning. It vigorously promotes sustainable development. A bibliometric analysis was performed to better understand smart education research field knowledge structures and help researchers understand smart education research field characteristics. VOSviewer and CiteSpace were used to analyze 2358 Web of Science core collection articles related to smart education. The articles were dated 2000–2021. This study visually presents a systematic overview of smart education literature research, including the publication outputs, main categories, most influential countries, organizations, journals, and authors, important documents, and research academic trends. Using a series of cooperation analyses, this paper looked at research cooperation among countries and regions, organizations, and authors to build a smart education knowledge structure map. A smart education theoretical framework was proposed based on the literature review. A bibliometric analysis of the existing research results provided useful and innovative suggestions for researchers and practitioners in the field of smart education.
Abstract. This study explored how listeners' L1 dialect affects their weighting of acoustic correlates in perceiving English lexical stress. 20 American English speakers, 20 Beijing dialect speakers, and 20 Guangzhou Cantonese speakers produced nonce disyllabic words. Results showed that the salience hierarchy for the perception of English lexical stress by English listeners were: vowel quality>duration>F0>intensity; Beijing listeners: vowel quality>F0>duration>intensity; Guangzhou listeners: F0>vowel quality>duration>intensity. Stress perception of the Beijing dialect listeners is more similar to that of the native English listeners than Guangzhou listeners. These findings reveal that L1 dialect may transfer to the perception of L2 English stress. Results suggest that explicitly taught of these cues in English class is necessary at the preliminary stage of learning English stress to avoid the effect of L1 dialect.
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