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    Interactive Mobile Technology in Education: A Systematic Mapping and Bibliometric Analysis
    (International Federation of Engineering Education Societies (IFEES), 2025) Ghofur, Muhammad Abdul; Prahani, Binar Kurnia; Dawana, Irgy Redityo; Deta, Utama Alan; Anistyasari, Yeni; Kurtuluş, Muhammed Akif
    Interactive mobile technology (IMT) has become an important element in the transformation of modern education, bringing a more open, dynamic, and responsive approach to learning for learners in the digital age. This study aims to explore the impact of using IMT in various educational settings, ranging from primary to tertiary levels. Through bibliometric analysis combined with a systematic review of a number of articles taken from the Scopus database and published over the last five years (2019–2023). This study identified key findings related to the purpose and focus of using IMT in education. The results indicate that these technologies aim to enhance student motivation, engagement, learning quality, critical thinking skills, and creativity, while also improving the accessibility and flexibility of learning. The findings imply that IMT has great potential to bring about positive changes in education, creating a learning environment that is more open, dynamic, and responsive to students’ individual needs. By utilizing this technology effectively, education can deliver learning experiences that are more engaging, relevant, and adaptive to learners’ development. Therefore, it needs to be continuously supported and developed to provide maximum benefits for the learning process and the advancement of education. © 2025 by the authors of this article. Published under CC-BY.
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    Trend analysis of augmented reality in science education for supporting SDGs
    (LLC Ecological Help, 2025) Prahani, Binar Kurnia; Dawana, Irgy Redityo; Kurtuluş, Muhammed Akif
    Introduction. One innovation that can enrich learning experiences and student motivation is technology, specifically Augmented Reality (AR). AR technology offers opportunities to provide a more interactive and immersive learning experience, which can support the achievement of the Sustainable Development Goals (SDGs). This research aims to explore the trend of using AR technology in science education as an effort to support the SDGs. Methods. This study uses bibliometric methods and literature review to examine trends in the use of Augmented Reality (AR) technology in science education, with an emphasis on its contribution to the achievement of the Sustainable Development Goals (SDGs). This study aims to answer several main questions, namely: 1) What are the main trends developing in the application of AR in science education in the last five years based on literature indexed in Scopus? 2) To what extent are the authors' contributions and international collaborations related to this topic? 3) What are the innovations in AR technology that have been applied in science education and how do they support the SDGs? 4) What are the research gaps that still need to be addressed in the application of AR in science education? The approach used includes bibliometric analysis to produce quantitative results systematically with the help of VOSviewer software, as well as a literature review that refers to the PRISMA approach. Data were obtained from the Scopus database in December 2024, by screening international articles relevant to the focus of this research. Results. Bibliometric analysis shows that the use of AR in science education is growing, with a significant increase in the utilization of this technology over the past 5 years. AR is proven to provide a more interactive learning experience and help students understand abstract science concepts, as well as increase their engagement in learning. This research also found that there is strong international collaboration in the development of AR applications in science education, as well as implementation challenges that need to be overcome. In addition, this study highlights some research gaps that need to be further explored to maximize the potential of AR in supporting the SDGs. Practical significance. The implications of this study are significant for educators who utilize AR technology to enhance 21st century skills in students. The findings provide insight into current trends in science education and demonstrate the importance of technology integration in learning to support the achievement of the SDGs. This study is also a valuable reference for further research and development in the utilization of AR and other digital technologies in creating a more engaging and effective learning environment. © Binar Kurnia Prahani, Irgy Redityo Dawana, Muhammed Akif Kurtuluş, 2025.