Trends and Prospects for Augmented Reality in Higher Education: A Bibliometric Analysis.

Abstract

This article analyzes the integration of augmented reality in higher education through a systematic literature review, using the Scopus database. The objective is to identify the main research trends, influential authors, and the most active institutions in this field between 2002 and 2024. The methodology includes bibliometric analysis using R and VOS VIEWER software, focusing on scientific production by year, country, author, and institutional affiliation. The results show a significant increase in publications starting in 2010, with accelerated growth between 2019 and 2024. The United States leads the scientific production, followed by Spain and the United Kingdom. The Monterrey Institute of Technology (ITESM) and the National Science Foundation are the main institutions funding augmented reality research. It is also observed that most authors publish few papers, while a small group is highly productive, under the principles of Lotka's Law. The study concludes that augmented reality has gained importance in higher education, offering new opportunities for research in the design of learning experiences and evaluation of their impact. As this technology evolves, more publications and studies are expected, consolidating its transformative potential in educational environments.