A BIBLIOMETRIC ANALYSIS OF STUDENT ENGAGEMENT IN LEARNING MANAGEMENT SYSTEMS (LMS): TRENDS, INFLUENTIAL PUBLICATIONS, AND KEY THEMES (2005-2024)

Abstract

Student engagement in Learning Management Systems (LMS) is a crucial element in online and blended education, encompassing behavioral, emotional, and cognitive dimensions. While extensive research has examined LMS features and their impact on engagement, trends, key contributors, and research gaps in this field remain underexplored. This study addresses these gaps through a bibliometric analysis of 414 publications from the Scopus database (2005–2024), utilizing bibliometric, content analysis, and network approaches. Using tools like VOSViewer, MS Excel, and Harzing’s Publish or Perish, the findings reveal a shift from basic system management to incorporating social learning and performance metrics. The analysis highlights the interplay between technical, social, and academic aspects of LMS engagement, showing how participation, sense of belonging, and self-regulated learning influence behavioral, emotional, and cognitive engagement. Interconnected clusters demonstrate that core LMS activities (communication, collaboration, assessment, and review) support learning behaviors and motivation, creating an integrated learning cycle. The study also identifies limitations and proposes directions for future research.