Advancing multimodal teaching: a bibliometric and content analysis of trends, influences, and future directions
Abstract This study explores the development and global landscape of multimodal teaching research from 1995 to 2023, focusing on influential contributors, thematic trends, and emerging research directions. Aiming to provide a comprehensive understanding of the field’s evolution and future potential,...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Springer Nature
2024-12-01
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| Series: | Humanities & Social Sciences Communications |
| Online Access: | https://doi.org/10.1057/s41599-024-04254-0 |
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| Summary: | Abstract This study explores the development and global landscape of multimodal teaching research from 1995 to 2023, focusing on influential contributors, thematic trends, and emerging research directions. Aiming to provide a comprehensive understanding of the field’s evolution and future potential, this study addresses three core research questions: (1) How has research in multimodal teaching progressed over time? (2) What are the primary topics and current concerns in multimodal teaching research? (3) What theoretical and practical implications arise from these findings, and what opportunities exist for future exploration? Employing a mixed-methods approach with bibliometric and content analysis, 689 articles were analyzed, revealing significant growth in research output, particularly since 2016. Analysis using CiteSpace identified major contributors, including Nanyang Technological University and the State University System of Florida, with the United States, China, and Australia leading in publication volume. Prominent research themes include augmented reality, cognitive load, early childhood education, and multimedia human-computer interaction, reflecting an increasing focus on technology-enhanced learning environments. This study not only highlights the current trends in multimodal teaching but also proposes a conceptual framework and future research directions, offering valuable insights for the adaptation of educational practices in increasingly digital and multimodal contexts. |
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| ISSN: | 2662-9992 |