Bibliometric analysis of trends and applications of augmented reality and virtual reality in vocational education

Abstract

The Fourth Industrial Revolution has introduced intelligent digital technologies, such as virtual reality (VR) and augmented reality (AR), across various sectors, including education. The research aims to provide a comprehensive overview of the current research landscape and offer insights to guide future studies on AR and VR in vocational education. Bibliometric analysis is used to explore the performance analysis, science mapping, trend analysis, and application analysis of these technologies in vocational education. There are four key findings: First, VR research in vocational education has higher publication and citation rates than AR, with China, Spain, and the United States as leading contributors. Second, AR focuses on enhancing traditional education through “students” and “education,” while VR emphasizes immersive “learning environments” and “outcomes.” Third, the growing trend centers on “education” and “students,” reflecting increased interest in online learning. Fourth, AR and VR applications in vocational education show that AR enhances student skills, learning performance, and motivation, while VR advances practical training, learning outcomes and technological and practical aspects. These findings provide valuable insights that can inform future research directions in vocational education, particularly in exploring how AR and VR technologies can be more effectively integrated into educational practices.