An Interactive Virtual E-Learning Framework Using Crowdsourced Analytics

Dhinakaran, K.; Nedunchelian, R.; Gnanavel, R.; Durgadevi, S.; Aswini, S.

doi:10.1007/978-981-15-5329-5_12

Cited by 1 publication

(3 citation statements)

References 18 publications

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“…On the other hand, a possible explanation for this finding is that many microlearning authors come from fields with a tradition of favoring conference publishing rather than journals such as computer science or information technology (e.g. Dhinakaran et al, 2021;Lin et al, 2020;Zhang, 2021).…”

Section: Document Types Volume and Growth Trajectorymentioning

confidence: 99%

“…From 2019 to 2021, there was an average of 50 publications per year, presenting a considerable increase compared to 2018 backwards. The growth of microlearning research from 2019 onward reflects its intertwinement with the advancement of educational technology such as online learning, MOOCs (Goodell et al, 2021), blended learning (Leyendecker and Zagel, 2021;Yang, 2020), gamification (Levi et al, 2021;Gough et al, 2021), a chatbot (Yin et al, 2021), virtual learning (Dhinakaran et al, 2021). As illustrated in Figure 2, the surge in microlearning studies since 2019 seems to be attributed to the remarkable contribution of journal articles.…”

Section: Document Types Volume and Growth Trajectorymentioning

confidence: 99%

“…Among these levels, All Levels would be assigned to a document in which the object covers all levels of education, from ECE to LLL (e.g. Dhinakaran et al, 2021;Yamina and Laskri, 2005).…”

Section: Educational Levels and Their Association With Abstract In Mi...mentioning

confidence: 99%

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Science mapping the knowledge base on microlearning: using Scopus database between 2002 and 2021

Pham,

Nguyen,

Dinh Hai

et al. 2024

JRIT

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PurposeWith the advancement of technology, microlearning has emerged as a promising method to improve the efficacy of teaching and learning. This study aims to investigate the document types, volume, growth trajectory, geographic contribution, coauthor relationships, prominent authors, research groups, influential documents and publication outlets in the microlearning literature.Design/methodology/approachWe adapt the PRISMA guidelines to assess the eligibility of 297 Scopus-indexed documents from 2002 to 2021. Each was manually labeled by educational level. Descriptive statistics and science mapping were conducted to highlight relevant objects and their patterns in the knowledge base.FindingsThis study confirms the increasing trend of microlearning publications over the last two decades, with conference papers dominating the microlearning literature (178 documents, 59.86%). Despite global contributions, a concentrated effort from scholars in 15 countries (22.39%) yielded 68.8% of all documents, while the remaining papers were dispersed across 52 other nations (77.61%). Another significant finding is that most documents pertain to three educational level categories: lifelong learning, higher education and all educational levels. In addition, this research highlights six key themes in the microlearning domain, encompassing (1) Design and evaluation of mobile learning, (2) Microlearning adaptation in MOOCs, (3) Language teaching and learning, (4) Workflow of a microlearning system, (5) Microlearning content design, (6) Health competence and health behaviors. Other aspects analyzed in this study include the most prominent authors, research groups, documents and references.Originality/valueThe finding represents all topics at various educational levels to offer a comprehensive view of the knowledge base.

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Section: Document Types Volume and Growth Trajectorymentioning

confidence: 99%