A bibliometric analysis of publications on ChatGPT in education: Research patterns and topics

Abstract

This paper aims to conduct a bibliometric analysis and a comprehensive overview of publications on ChatGPT in educational research. This research also aimed to present the bibliometric results to interpret the research patterns and themes of the application of ChatGPT in educational research. The researchers used the VOSviewer program to conduct a bibliometric analysis and identify research patterns and topics in publications indexed in the Scopus database. For this purpose, the researchers used the Scopus database to find related publications. After applying inclusion and exclusion criteria, they found 82 publications and analyzed them using the bibliometric method. This study showed that researchers from 42 countries examined various topics, including academic writing, artificial intelligence’s (AI) potential, and benefits, using ChatGPT in research, exploring best practices, and reviewing AI. The keyword analysis results showed that five clusters emerged from the current studies on ChatGPT in education research. These results showed that researchers focused on understanding the use of ChatGPT in medical and nursing education, generative AI’s ethical dimensions, the effects of ChatGPT on educational outcomes, large language models and medical education, and ChatGPT and AI. In general, the use of ChatGPT in educational contexts and research is frequently discussed in the publications analyzed in this study. In addition, medical and nursing education was the most studied of the many research studies. Based on the obtained results, recommendations for further studies are drawn.

A Systematic Review of Generative AI for Teaching and Learning Practice

“…Moreover, the analysis showed that the Journal of Applied Learning and Teaching (JALT), the International Journal of Information Management (IJIM), and the New England Journal of Medicine (NEJM) were the most cited journals, with the United States of America, Australia, China, and the United Kingdom being the leading countries in terms of authorship. The latter is consistent with the findings in previous studies [55][56][57][58][59][60].…”

“…A s shown in Figure 7, the analysis evidenced that the most relevant countries in terms of authorship relationship, based on the number of papers (n) or citations, are the United States (n = 124, citations = 1598, total link strength = 88), Australia (n = 38, citations = 767, total link strength = 34), China (n = 36, citations = 249, total link strength = 32), and the United Kingdom (n = 32, citations = 462, total link strength = 28). The dominance of the United States in terms of the number of publications in this field is not surprising, as this is consistent with the findings of previous studies [55][56][57][58][59][60]. Overall, the volume of documents produced in the area of GenAI in HE sectors needs improvement, especially in the global south.…”

A Social Perspective on AI in the Higher Education System: A Semisystematic Literature Review

“…These stakeholders include mentors, tutors, supervisors, and content or program designers. While it is true that some of these roles could be performed by faculty members themselves [97], it is important to recognize these individuals as essential supporting contributors within the educational pedagogy framework. Notably, the existing literature has not mentioned these individuals as supporting stakeholders in the higher education system [87,98,99].…”

Bibliometric Overview of ChatGPT: New Perspectives in Social Sciences

“…There are many bibliometric studies in the area of using the ChatGPT tool. This issue has been addressed by Khosravi et al [11], Baber et al [12], Barrington et al [13], Zheltukhina et al [14], Farhat et al [15], Liu et al [6] and others. This article stands out in the field of bibliometric research due to its specific focus on ChatGPT in the social sciences.…”