SCREEN TIME AND LEARNING IN DIGITAL EDUCATION: A BIBLIOMETRIC ANALYSIS OF RESEARCH TRENDS AND EMERGING THEMES (2015–2025)
DOI:
https://doi.org/10.35631/IJMOE.831080Keywords:
Bibliometric Analysis, Digital Education, Digital Media, Screen TimeAbstract
This is a bibliometric analysis examining the correlation among screen time, education, and the development of educational media, focusing specifically on the influence of digital media in instructional contexts. In this research, which is based on a Scopus-based analysis of 1,350 documents from 2015 to 2025, the authors used Harzing's Publish or Perish, Open Refine, Microsoft Excel and VOS viewer to map global publication trends, identify key contributors and outline the intellectual and thematic frameworks of the field. A notable increase in the number of studies after 2020, coinciding with the COVID-19 pandemic and the rapid spread of digital education, was observed. Significant contributions came from the educational sciences, psychology and computer sciences, and they came mainly from countries such as China, the United Kingdom and the United States. Digital literacy, media education, virtual learning, youth engagement and the cognitive impacts of screen exposure are regarded as key areas of research. And through the network of co-authorship and co-citation, the most influential authors and organizations can be identified, while keyword mapping can show the focus of concepts and the interdisciplinary connections. Despite the growing size of the literature, there are still major gaps in terms of culturally relevant learning, the long-term psychological consequences and the integration of inclusive UI/UX design principles. This research stands as a vital resource for scholars, practitioners and policymakers looking to navigate and contribute to this complex and rapidly changing field.
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