A Bibliometric Analysis on the Use of Computer Simulation in Teaching and Learning

Abstract

Although computer simulation has become increasingly important in teaching and learning, the intellectual structure, collaboration patterns, and geographical distribution of research in this field remain insufficiently synthesised. This study provides a bibliometric overview of the development, current structure, and emerging directions of computer simulation research in education. A dataset of 710 journal articles retrieved from the OpenAlex database was analysed using VOSviewer to identify influential authors, publications, journals, countries, collaboration networks, and keyword co-occurrence patterns. Co-authorship analysis produced two distinct clusters, journal-level network analysis identified four clusters, and keyword co-occurrence analysis generated five thematic clusters. China emerged as the most influential country, whereas the United States was the most frequently cited. Omar Chamorro-Atalaya was identified as the most influential author, while Fengfeng Ke was the most cited. Computer Applications in Engineering Education and the British Journal of Educational Technology were identified as the most influential and most cited journals, respectively. The keyword analysis demonstrated the interdisciplinary character of computer simulation research, integrating technological, engineering, medical, educational, and social perspectives. However, research output from Africa remained limited, with most publications originating from technologically advanced regions in the Americas, Europe, and East Asia. Author collaboration networks were also relatively weak and regionally concentrated, indicating limited global integration. The study maps the intellectual and collaborative structure of computer simulation research while identifying substantial geographical and partnership disparities. It highlights the need to strengthen international research collaboration and expand empirical inquiry in developing countries to ensure that computer simulation applications reflect diverse educational settings, technological capacities, and pedagogical needs.