Thirty-five years of the Journal of Computer Assisted Learning: A bibliometric overview

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dc.contributor.authorAkturk, Ahmet Oguz
dc.date.accessioned2024-02-23T14:24:20Z
dc.date.available2024-02-23T14:24:20Z
dc.date.issued2022
dc.departmentNEÜen_US
dc.description.abstractBackground Journal of Computer Assisted Learning (JCAL), which started its publication life in 1985, is a leading international journal in the field of computer and instructional technologies and celebrated its 35th anniversary in 2020. Objectives This study aims to provide a bibliometric overview of leading publication and citation trends of JCAL over the past 35 years. In order to achive the aim of the study, metadata of all the articles (N = 1305) published in the journal in this process were obtained from the Scopus database. Methods The study includes JCALs bibliometric analyses such as the total number of articles and citations, h-index, citations per paper, citations per year, citation thresholds, average number of citations per year and annual citation counts between 1985 and 2020. In addition, the study presents visual maps based on citation, co-citation, bibliographic coupling, co-authorship and co-occurrence of author keywords with a bibliometric mapping analysis performed with VOSviewer software. Results and Conclusions The results indicate that JCAL has become one of the leading journals over time in the field of computer and instructional technologies, as indicated by citation counts of articles published in JCAL, receiving citations from publications in esteemed journals, and publishing international rigorous work. Additionally, researchers who have published in JCAL in recent years have directed their attention to subjects such as learning analytics, massive open online courses (MOOCs), multimedia learning, game-based learning, blended learning, online learning, mobile learning and virtual reality. Implications Further investigation of the scientific collaboration of authors who conduct research in different disciplines related to education, topics and education levels may yield more diverse perspectives.en_US
dc.identifier.doi10.1111/jcal.12686
dc.identifier.endpage1253en_US
dc.identifier.issn0266-4909
dc.identifier.issn1365-2729
dc.identifier.issue5en_US
dc.identifier.scopus2-s2.0-85130279361en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage1220en_US
dc.identifier.urihttps://doi.org/10.1111/jcal.12686
dc.identifier.urihttps://hdl.handle.net/20.500.12452/13913
dc.identifier.volume38en_US
dc.identifier.wosWOS:000796879900001en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherWileyen_US
dc.relation.ispartofJournal Of Computer Assisted Learningen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectBibliometric Analysisen_US
dc.subjectComputer Assisted Learningen_US
dc.subjectJournal Based Reviewen_US
dc.subjectScopusen_US
dc.subjectVosvieweren_US
dc.titleThirty-five years of the Journal of Computer Assisted Learning: A bibliometric overviewen_US
dc.typeReview Articleen_US

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