Fatimatuz Zahro, Binar Kurnia Prahani, Eko Hariyono, Hanandita Veda Saphira
Integrating the latest technologies, such as Augmented Reality (AR) and Virtual Reality (VR), in physics learning is gaining increasing attention as an innovative method for understanding complex concepts. This study aims to analyze the literature on the use of technology in physics education through a bibliometric approach, focusing on keywords such as AR, VR, virtual laboratory, and artificial Intelligence (AI). Data was collected from the Scopus database for articles published between 2019 and 2024, with search results showing that AI dominated the research with 820 articles, VR with 265 articles, AR with 194 articles, and virtual laboratories with 111 articles. A bibliometric analysis of publications indexed by Scopus revealed an increasing trend in the use of AI, while the use of virtual laboratories showed a decline. These findings reflect the need for an in-depth evaluation of the effectiveness of each technology in the context of physics education. © 2026 Author(s).
Science Education, Faculty of Mathematics and Natural Sciences, State University of Surabaya, Indonesia; University of Wollongong, Australia
