Insights into M-learning in Mathematics Education: A Bibliometric Study from 2007 to 2024

Abstract

Mobile learning (M-learning) has emerged as a transformative approach in mathematics education. This approach provides flexible access to educational resources. Consequently, there was a need to conduct a bibliometric analysis to understand trends, key contributors, and research themes in the field of Mlearning, particularly in the context of mathematics education and this study included 74 publications covering the years 2007-2024. Analytical tools such as biblioMagika® were used for metric calculations, OpenRefine for data cleaning, and VOSviewer for network visualization. The results of the bibliometric analysis reveal a significant increase in M-learning research after 2020. This growth is driven by the implementation of distance learning due to the COVID-19 pandemic. Among the countries contributing significantly are Indonesia, the United States, and Germany. Additionally, institutions like the University of Rijeka and Utah State University play key roles in this research. Previous studies also identify several main themes. These themes include engagement strategies, cognitive skill development, and collaborative learning. Frequently used keywords include "mobile learning", "mathematics education", and "game-based learning. The analysis indicates an h-index of 18 and a citation rate per publication of 13.55. Both metrics reflect the impact and academic engagement within this field. This comprehensive overview of M-learning in mathematics education provides valuable guidance for researchers, educators, and policymakers. The study also encourages continued exploration of M-learning’s potential to enhance mathematics learning outcomes globally.