TRENDS IN C++ PROGRAMMING EDUCATION: A BIBLIOMETRIC ANALYSIS

Abstract

This bibliometric analysis investigates global research trends in C++ programming education by examining scholarly outputs from the Scopus database. The study addresses a growing concern over the lack of comprehensive insights into the evolution of C++ education research, particularly in terms of thematic focus, publication patterns, and geographical distribution. To bridge this gap, a systematic search strategy was employed using three keyword variations related to C++, retrieving a total of 2,044 documents. The analysis utilized Scopus Analyzer for data filtering and statistical insights, OpenRefine for data cleaning and normalization, and VOSviewer for visualization of co-authorship networks, keyword co-occurrence, as well as citation mapping. The findings reveal that educational themes are closely connected with core topics such as programming pedagogy, curriculum design, and digital learning tools. The United States (US), the United Kingdom (UK), and China emerged as the leading contributors, with the US dominating in both document count and citation impact. Keyword mapping shows a consistent shift from basic language instruction to applied learning contexts like game-based education and computational thinking. Despite a strong research presence in developed nations, collaboration across countries remains limited, indicating potential for broader global engagement. In conclusion, this study highlights key publication trends and research gaps, offering valuable direction for educators, curriculum developers, and policy-makers aiming to strengthen and innovate C++ programming education worldwide.