The trends of studies in technology-assisted inquiry-based learning: the perspective of bibliometric analysis

This study presents a bibliometric and bibliographic review of the studies of technology-assisted inquiry-based learning (IBL). A bibliometric approach using VOSviewer was used to conduct this study. 191 eligible and included documents published between 1999 - 2022 from the Scopus database were analysed using some main analyses such as performance, citation, co-authorship, and co-word supported by visualization and clustering analysis. The results revealed that the development of publications regarding technology-assisted IBL studies relatively soared from 1999 to 2020 while the development of citations related to the studies of technology-assisted IBL relatively fluctuated between 1999 and 2022. Furthermore, the United States relatively had the dominant influence in which most influential documents, authors, sources, and institutions affiliated with the became the leaders in conducting the studies of technology-assisted IBL in the social interactions among authors and also countries. This study implies that the use of technologies such as websites, computers, robots, and video conferencing extremely supports educational practitioners such as teachers and lecturers in implementing IBL. Additionally, this study suggests exploring the trending research topic related to critical digital literacy, an essential cognitive skill.