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Campus Vi uales, 11(1), 2022
CAMPUS VIRTUALES
Recibido: 17-10-2021 / Re isado: 15-01-2022
Acep ado: 15-01-2022 / Publicado: 31-01-2022
Compu e in educa ion in he 21s
cen u y. A scien i ic mapping o he
li e a u e in Web o Science
La compu ado a en la educación en el siglo XXI. Un mapeo cien í ico de la
li e a u a en Web o Science
An onio J. Mo eno-gue e o1, José A. Ma ín-Ma ín1,
Ma ía E. Pa a-gonzález2, Jesús López-belmon e2
1Uni e sidad nacional Mayo de San Ma cos, Pe ú
2Uni e sidad de g anada, España
[email p o ec ed] , [email p o ec ed] , elenapa a@ug .es ,
jesuslopez@ug .es
AbSTRACT. Compu e s ha e e ol ed o e he cou se o his o y h ough successi e gene a ions. The impac o his echnology on socie y has
e olu ionised he way we communica e, pa icipa e in he poli ical li e o a coun y o access educa ion. The po en ial o he compu e in he ield o
educa ion has been highligh ed by las yea 's global e en . The objec i e o he s udy is o analyze he li e a u e on he e m compu e in he ield o educa ion
(CoMPU-EdU) in he Web o Science da abase. o his, a bibliome ic me hodology based on a scien i ic mapping o he publica ions on he s a e o he
ques ion has been used. I has wo ked wi h an analysis uni o 10939 documen s. The esul s indica e ha esea ch ela ed o "compu e " in educa ion is
mainly p esen ed in English and in esea ch a icles. In addi ion, he jou nal wi h he mos manusc ip s on his line o esea ch is Compu e & Educa ion. The
analysis o he scien i ic e olu ion o his line o esea ch shows ha s udies a e mainly ocused on eaching and lea ning p ocesses, as well as on s uden s'
a i udes owa ds compu e use. I can be concluded ha he CoMPU-EdU in es iga ions a e cu en ly a an in lec ion poin , gi en ha he e is a downwa d
end, as a as p oduc ion olume is conce ned. The scien i ic communi y is beginning o ocus i s esea ch on o he mo e speci ic b anches o compu e ,
such as augmen ed eali y o obo ics. In addi ion, he scien i ic p oduc ion o CoMPU-EdU in he 21 h cen u y ocuses mainly on he a i udes o he
membe s in ol ed in he pedagogical ac , on gende di e ences, on he elemen s o he eaching and lea ning p ocesses - pedagogical me hods and e alua ion
- and in he a en ion o s uden s wi h special educa ional needs. P obably in he u u e he lines o esea ch will begin o ocus on sel - egula ion o lea ning,
compu a ional- hinking and gami ica ion.
RESUMEn. Las compu ado as han e olucionado a lo la go de la his o ia a a és de gene aciones sucesi as. El impac o de es a ecnología en la
sociedad ha e olucionado la o ma en que nos comunicamos, pa icipamos en la ida polí ica de un país o accedemos a la educación. El po encial de la
compu ado a en el campo de la educación ha sido des acado po el e en o global del año pasado. El obje i o del es udio es analiza la li e a u a sob e el
é mino in o má ica en el campo de la educación (CoMPU-EdU) en la base de da os de Web o Science. Pa a ello se ha u ilizado una me odología
bibliomé ica basada en un mapeo cien í ico de las publicaciones sob e el es ado de la cues ión. ha abajado con una unidad de análisis de 10939
documen os. Los esul ados indican que la in es igación elacionada con la "compu ado a" en la educación se p esen a p incipalmen e en inglés y en a ículos
de in es igación. Además, la e is a con más manusc i os en es a línea de in es igación es Compu e & Educa ion. El análisis de la e olución cien í ica de
es a línea de in es igación mues a que los es udios se cen an p incipalmen e en los p ocesos de enseñanza y ap endizaje, así como en las ac i udes de los
es udian es hacia el uso de la compu ado a. Se puede conclui que las in es igaciones CoMPU-EdU se encuen an ac ualmen e en un pun o de in lexión,
dado que exis e una endencia a la baja, en lo que se e ie e al olumen de p oducción. La comunidad cien í ica empieza a cen a su in es igación en o as
amas más especí icas de la in o má ica, como la ealidad aumen ada o la obó ica. Además, la p oducción cien í ica de CoMPU-EdU en el siglo XXI se
cen a p incipalmen e en las ac i udes de los in eg an es in oluc ados en el ac o pedagógico, en las di e encias de géne o, en los elemen os de los p ocesos
de enseñanza y ap endizaje - mé odos pedagógicos y de e aluación - y en la a ención de alumnos con necesidades educa i as especiales. P obablemen e en
el u u o las líneas de in es igación comiencen a cen a se en la au o egulación del ap endizaje, el pensamien o compu acional y la gami icación.
KEyWoRdS: 21s cen u y abili ies, A chi ec u es o educa ional echnology sys em, human-
compu e in e ace, Li elong lea ning, dis ibu ed lea ning en i onmen s.
PALAbRAS CLAVE: habilidades del siglo XXI, A qui ec u as pa a el sis ema de ecnología
educa i a, In e az pe sona-compu ado a, Ap endizaje a lo la go de la ida, Ambien es de
ap endizaje dis ibuidos.
Mo eno-gue e o, A. J.; Ma ín-Ma ín, J. A.; Pa a-gonzález, M. E.; López-belmon e, J. (2022). Compu e in educa ion in he 21s cen u y. A scien i ic
mapping o he li e a u e in Web o Science.
Campus Vi uales
, 11(1), 201-223. h ps://doi.o g/10.54988/c .2022.1.1019
www. e is acampus i uales.es
1. In oduc ion
nowadays, he wo ld would no be he same wi hou he p esence o compu e s. This ool, which
appea ed in he middle o he las cen u y, has e olu ionized he way o communica ing (Memmi, 2006; Liao
e al., 2018; Ma ínez-López e al., 2021), o acqui ing o selling goods (Alon aga, 2018; Pé ez-Ama al e al.,
2020), o access aining (Cai ns & Malloch, 2017; Elle y e al., 2007; Moelle e al., 2015; Sweeney e al.,
2006), o pa icipa e in he poli ical li e o a coun y (Chen & S odda d, 2020; igeac e al., 2020; hu &
Kea ney, 2020) and e en he way o looking o a pa ne (Zheng e al., 2017). In his 21s cen u y, e e y
ac ion ha he human being pe o ms is media ed by a compu e o by a compu e sys em ha ecei es and
p ocesses he in o ma ion, being e u ned o he use o decision-making. E en now, his decision-making is
assumed by echnology called a i icial in elligence (Ellio e al., 2019; Kim, 2020; Lo us e al., 2020). In his
sense, he need o use compu e s o almos all he daily p ocesses ha a pe son pe o ms. This has gene a ed
a dependency ha has eached i s highes poin wi h home con inemen due o he CoVId-19 pandemic
(bansak & S a , 2021; gaudio & Kasaha a, 2020). This pandemic has had and is ha ing di ec consequences
a he heal h le el bu also a he educa ional le el (Ca abelli, 2020; Kuci ko a e al., 2020; Molwi z e al.,
2021). The changes ha we e p omised in he long e m o he inclusion o educa ional models suppo ed by
echnological sys ems ha e been d as ically accele a ed. The whole o socie y has had o make a e y impo an
e o o adap o he si ua ion gene a ed ha p e en ed, o example, he social communica ion so common on
a daily basis.
Th oughou hei his o y, compu e s ha e e ol ed gi ing way o successi e gene a ions. Cu en ly six
gene a ions a e iden i ied. The i s gene a ion co esponds o he pe iod be ween 1946 and 1955 (Ra ino,
2020). In 1946 he EnIAC (Ele onic nume ical In e p e e and Calcula o ) was c ea ed, known as he
wo ld's i s digi al elec onic compu e . These ea ly compu e s we e based on acuum ube and al e
elec onics. I s applica ions we e eminen ly mili a y. The second gene a ion o compu e s (1956-1964) was
cha ac e ized by eplacing he acuum al es wi h ansis o s, which ga e hem a lowe olume and ene gy
consump ion. u he mo e, compu e s o his gene a ion we e he i s o ha e a speci ic language o p og am
hem, such as he amous oRTRAn (T app & Öchsne , 2018). Wi h he appea ance o in eg a ed ci cui s,
he hi d gene a ion o compu e s (1965-1971) began. This was cha ac e ized by inc easing he p ocessing
capaci y o he machines and lowe ing p oduc ion cos s. A his s age whe e he i s s ep was aken o he
minia u iza ion o compu e s (Ra ino, 2020). The ou h gene a ion o compu e s is de eloped be ween 1972
and 1980 and is iden i ied wi h he in en ion o he mic op ocesso . This in eg a ed ci cui b ings oge he all
he undamen al elemen s o he machine in a minimum space and is called a chip. Thanks o hese chips,
compu e s began o di e si y hei logical-a i hme ic unc ions, aking ano he s ep owa ds mic o-
compu e iza ion. This in en ion allowed pe sonal compu e s o be de eloped in his pe iod and companies
such as Mic oso o Apple we e c ea ed. The i h gene a ion o compu e s is limi ed o he pe iod be ween
1981 and 1990. In his pe iod appea s he PC-MS / doS ope a ing sys em, he inco po a ion o he op ical
ha d disk, he use o cache memo y o assis he mic op ocesso and VgA ca ds ha could each up o 256
colo s i he moni o suppo ed i . om 1991, wi h he appea ance o he In e ne , he sp ead o compu e s in
all a eas o li e was exponen ial. The de elopmen o lap ops allowed hei use no o be con ined only o a
oom, bu o be ca ied om one place o ano he as ano he complemen in ou wo k b ie cases. om his
momen o he p esen , compu e s ha e become popula as hey a e smalle and mo e po able compu e s
(lap ops, PdAs, sma phones, able s) ha include access o wi eless ne wo ks such as Wi i and blue oo h,
ecogni ion and oice commands o he use o compac memo ies such as ex e nal USb ha d d i es. The e a e
au ho s who p opose he exis ence o a six h, se en h o eigh h gene a ion o compu e s (Ma ke , 2020). These
gene a ions would ha e in common he inco po a ion o a i icial in elligence, augmen ed eali y,
supe compu e ne wo k p ocessing o quan um echnology.
A he same ime ha compu e s ha e e ol ed, hei in ol emen in aining p ocesses has gone in pa allel
(Miguel-Re illa, 2020). In he i s gene a ions, he educa ional app oach o compu e s had he objec i e o
unde s anding echnology as an end in i sel , no as a means o achie e speci ic ends om an educa ional
pe spec i e. Wi h he comme cializa ion o compu e s and hei popula iza ion in he 1980s, his e e ence in
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Mo eno-gue e o, A. J.; Ma ín-Ma ín, J. A.; Pa a-gonzález, M. E.; López-belmon e, J. (2022). Compu e in educa ion in he 21s cen u y. A scien i ic
mapping o he li e a u e in Web o Science.
Campus Vi uales
, 11(1), 201-223. h ps://doi.o g/10.54988/c .2022.1.1019
www. e is acampus i uales.es
he educa ional ield was ocused on knowing he his o y o compu e s and hei de elopmen as well as
lea ning o p og am wi hou adap ing all his o he educa ional con ex (Cennamo e al., 2019). Ano he
elemen ha allowed a mo e gene al app oach o compu e s o eache s and s uden s was he appea ance o
g aphic en i onmen s wi h which he use could in e ac in a much easie way wi h he compu e wi hou he
need o know p og amming. This g aphic in e ace a o ed he eme gence o p oduc i i y and o ice
au oma ion applica ions, including wo d p ocesso s, so wa e o mul imedia p esen a ions o da abases
(Miguel-Re illa, 2020). As A ea-Mo ei a (2008) a gues, one o he di icul ies ha we e de ec ed in hese ea ly
days was he lack o sys ema ic aining o eache s in echnical and pedagogical aspec s, hus limi ing he
implemen a ion o he digi al wo ld in class ooms. In he ollowing yea s and wi h he appea ance o he
In e ne , access o in o ma ion h ough web b owse s allowed us o o e a wo ld o possibili ies ha had ne e
been seen be o e.
Technological ad ances in elecommunica ions ( ibe op ics and 4g and 5g ne wo ks) (ga cía e al., 2015;
Song e al., 2020) and he gene aliza ion o po able de ices such as sma phones, ha e acili a ed he
in e connec ion be ween educa ional ins i u ions, collabo a i e wo k, he implemen a ion o educa ional
ne wo ks and i ual aining suppo ed by i ual lea ning en i onmen s (VLE) (Alenca & ne o, 2020; os e
& Shah, 2021). In his sense, he po en ial o e ed by compu e s in he ield o educa ion is a subjec su icien ly
s udied om a double app oach. on he one hand, as a eaching suppo ins umen ocused on he enewal
o eaching me hods and, on he o he , as a didac ic esou ce o he imp o emen o he s uden s' lea ning
p ocesses. As suppo o eache s, s udies show ha he inco po a ion o compu e s in class ooms has made
i possible o imp o e s uden mo i a ion and pa icipa ion in class ooms (Po ela, 2020). The use o compu e s
has allowed he de elopmen o me hodologies such as e-lea ning (Aeiad & Meziane, 2018; Ca ahe
Wol e on e al., 2020; Mud ák e al., 2020; Thongs i e al., 2019), b-lea ning (Pe al a e al.., 20104;
Rembach e al., 2019; Val e de-be ocoso & ballada es bu gos, 2017), m-lea ning (Malik e al., 2020;
Ma ínez Ma ínez, 2019; Razzaque, 2020) o lipped lea ning (bond, 2020; López núñez e al., 2020; Tsai
e al., 2020).
As a didac ic esou ce o s uden lea ning, compu e s ha e made i possible o implemen educa ional
so wa e ha p omo es s uden inclusion (Eden & o en, 2020, gözüküçük & günbaş, 2020; Is ael e al.,
2020; Xin e al., 2020; In an e-Mo o e al., 2021a, 2021b), he de elopmen o alues and a i udes o ac i e
ci izenship (Li e al., 2018; Ryoo e al., 2020), he p omo ion o a heal hy li es yle (g ee e al., 2016), language
lea ning ( baha i, 2020; buendgens-Kos en, 2020; giménez e al., 2020; Jiang e al., 2020; Junia di e al.,
2020; Pa k & Son, 2020; yeşilbağ e al., 2020), music lea ning o o he a s (go buno a & Panko a, 2020;
go buno a e al., 2020), he simula ion o expe iences in i ual en i onmen s (Cheng & beal, 2019;
hi sh ield & Ko e sky, 2020) o in e ac ion wi h i ual assis an s (geo oy e al., 2002; Shoemake e al.,
2014; Todo o e al., 2018).
These s udies should se e as an example o assess he po en ial o he compu e in he ield o educa ion.
The con inemen decla ed wo ldwide in Ma ch 2020 has highligh ed he need o accele a e he inclusion o
compu e s in he academic li e o educa ional ins i u ions (Leal ilho e al., 2021). This excep ional
ci cums ance has e ealed he need o p o ide s uden s and eache s wi h he necessa y ools (Pozo-Sánchez
e al., 2021) and aining o make hem echnologically compe en (Mo eno-gue e o e al., 2021).
In he p esen wo k, a s udy is ca ied ou on he concep "Compu e " in he ield o educa ion (CoMPU-
EdU) o he 21s cen u y, om he poin o iew o bibliome ics (Mo eno-gue e o e al., 2020). To ca y
ou his esea ch, he Web o Science (WoS) da abase was used. This is conside ed one o he la ges
da abases wo ldwide and om which he Jou nal Ci a ion Repo s (JCR) d aws. Likewise, i compiles a la ge
documen a y olume o scien i ic ex s om he ield o educa ion (Zhu and Liu, 2020). o his eason, i has
been conside ed as a ele an da abase, whe e o ex ac an impac li e a u e on he s a e o he ques ion.
The main no el y e lec ed in his s udy ocuses on conduc ing a documen a y analysis a a highe le el o
li e a y dep h. bo h he pe o mance o he cons uc and a scien i ic mapping o i s ele an publica ions a e
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mapping o he li e a u e in Web o Science.
Campus Vi uales
, 11(1), 201-223. h ps://doi.o g/10.54988/c .2022.1.1019
www. e is acampus i uales.es
analyzed. A e conduc ing a e iew o he exis ing li e a u e, no s udy has been epo ed ha analyzes he e m
CoMPU-EdU om his bibliome ic pe spec i e. The e o e, his wo k acqui es an explo a o y componen o
es ablish he knowledge bases on he subjec desc ibed. To ca y ou adequa e esea ch ha con ibu es o
sol ing his gap ound in science, p e ious s udies ha ha e used he a o emen ioned analy ical echniques ha e
been ollowed as a model (López-Robles e al., 2019; Sole -Cos a e al., 2021).
The e o e, he pu pose assumed by his esea ch ocuses on analyzing he p ojec ion o CoMPU-EdU in
WoS publica ions, as well as he lines along which he epo ed s udies un and he u u e ends ha will ma k
his concep . The indings p esen ed will se e o e eal o he scien i ic communi y he impo ance o his
concep in he impac li e a u e, helping o es ablish a poin o o igin and knowledge o u u e esea ch by any
membe o he scien i ic communi y. In a mo e p ecise way, he objec i es o his s udy a e:
-To de e mine he pe o mance o CoMPU-EdU in he WoS scien i ic li e a u e.
-To es ablish he e olu ion o CoMPU-EdU in epo ed WoS publica ions.
-To e eal he mos impo an opics abou CoMPU-EdU in documen s indexed in WoS.
-To mee he mos ep esen a i e WoS au ho s who ha e analyzed he CoMPU-EdU concep .
2. Ma e ials and me hods
2.1. Resea ch design
To conduc his s udy a esea ch design based on a bibliome ic me hodology has been ollowed (Ma ín-
Ma ín e al., 2019). This esea ch me hodology ocuses i s po en ial on he ac ions o quan i ica ion and
exhaus i e analysis o he scien i ic li e a u e (Pa a-gonzález e al., 2020). Likewise, he p oposed esea ch
design allows sea ching, egis e ing, analyzing and p edic ing he scien i ic li e a u e on a s a e o he a
(López-belmon e e al., 2020).
Speci ically, in his wo k a co-wo d analysis has been ca ied ou (hi sch, 2005). This is based on s udying
he keywo ds ex ac ed om he epo ed publica ions. This makes i possible o es ablish connec ions be ween
he opics analyzed in he documen s. I also manages o make a p edic ion o he opics ha could be po en ial
in he u u e. Likewise, co-wo d analysis allows mapping con aining nodes o e lec pe o mance, loca ion o
concep ual subdomains, and hema ic e olu ion. u he mo e, in his wo k a ious bibliome ic pa ame e s (h,
g, hg and q2 index) ha e been analyzed (Ca mona-Se ano e al., 2021).
2.2. P ocedu e
To ca y ou an adequa e s udy ee o biases, o he impac s udies ha e been aken as a e e ence (Mo al-
Muñoz e al., 2020; So e al., 2020) and a ious p ocesses ha e been ca ied ou : i s , WoS was chosen as
he basis o da a o deploy he documen a y analysis. La e , he concep (compu e ) was delimi ed o epo he
scien i ic li e a u e. nex , he sea ch equa ion ("compu e *") was c ea ed. This was applied in he sea ch ield
allusi e o he i le o he indexed documen s. A o al o 247913 publica ions we e eached. The sea ch was
limi ed in he main WoS collec ion, speci ically in he ca ego ies Educa ion Educa ional Resea ch, Educa ion
Scien i ic disciplines, Psychology educa ional and Educa ion Special. The ollowing indices we e aken: SCI-
EXPAndEd, SSCI, A & hCI, CPCI-S, CPCI-SSh, bKCI-S, bKCI-SSh, ESCI, CCR-EXPAndEd and IC. In
addi ion, he sea ch ime in e al be ween 2000 and 2020, inclusi e, was e ined. Va ious exclusion c i e ia
we e es ablished: 1-Repea ed o poo ly indexed documen s; 2-documen s p io o he yea 2000; 3-
documen s o he yea 2021, o no ha ing inished he yea . These ac ions epo ed a inal analysis uni o
10939 documen s.
Likewise, he p o ocols o he PRISMA decla a ion we e ollowed, wi h he pu pose o de eloping a
s anda dized esea ch p ocess a a scien i ic le el and e lec ed in a low diag am ( igu e 1).
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Mo eno-gue e o, A. J.; Ma ín-Ma ín, J. A.; Pa a-gonzález, M. E.; López-belmon e, J. (2022). Compu e in educa ion in he 21s cen u y. A scien i ic
mapping o he li e a u e in Web o Science.
Campus Vi uales
, 11(1), 201-223. h ps://doi.o g/10.54988/c .2022.1.1019
www. e is acampus i uales.es
2.3. da a analysis
Va ious p og ams we e used in da a analysis. on he one hand, Analyze Resul s and C ea ion Ci a ion
Repo we e used o ex ac and analyze e e y hing ela ed o he yea , au ho ship, coun y, ype o documen ,
ins i u ion, language, medium and mos equen ly ci ed documen s abou CoMPU-EdU. o his, di e en
inclusion c i e ia we e es ablished ha allow he p esen a ion o op imal esul s. These c i e ia we e: yea o
publica ion (all li e a u e comp ised be ween he yea s 2000-2020); language (x ≥ 100); knowledge a ea (x
≥ 500); ype o documen s (x ≥ 200); o ganiza ions (x ≥ 95); au ho s (x ≥ 19); sou ces o o igin (x ≥ 165);
coun ies (x ≥ 500); he i e mos ci ed documen s.
o he wise, i such c i e ia we e no es ablished, he esul s could no be ep esen ed in simply isual ables,
since hey would co e many cells, making he in e p e a ion and unde s anding o he s udy di icul .
The e o e, only publica ions ha mee hese equi emen s a e e lec ed in he esul s ables.
on he o he hand, he SciMAT so wa e was used o pe o m a dynamic and s uc u al de elopmen a
a longi udinal le el o he collec ed documen s. Tha is, analyze he p og ession o a keywo d con e ed in o
a opic in a ious de ined ime pe iods. Va ious p ocesses we e ca ied ou wi h SciMAT:
-Recogni ion: In his p ocess, i s , he keywo ds o he epo ed publica ions we e s udied (n = 19,919).
Then, maps wi h co-occu ence nodes we e designed. Subsequen ly, a s anda dized ne wo k o join
wo ds was made and he keywo ds wi h he g ea es signi icance we e de e mined (n = 18,642). Th ough
a clus e ing algo i hm, he mos ou s anding concep s and hemes we e e ealed.
-Rep oduc ion: In his p ocess, s a egic diag ams we e gene a ed o es ablish each o he e ms acco ding
o hei signi icance in he li e a u e. These diag ams we e di ided ( igu e 2a) in o ou quad an s (Q): op
igh (Q1) = mo o and ele an hemes; op le (Q2) = ing ained o isola ed issues; bo om le (Q3) =
eme ging o disappea ing issues; bo om igh (Q4) = c oss-cu ing o unde de eloped hemes. o i s
p epa a ion, he p inciples o densi y and cen ali y we e aken in o accoun . The densi y is based on he
in e nal s eng h o he ne wo k. Cen ali y is based on he le el o connec ion be ween ne wo ks (Cobo
e al., 2018). In u n, in his p ocess ne wo ks we e buil wi h he opics add essed in he publica ions
( igu e 2b). In hese ne wo ks, he connec ions o he main opic wi h o he linked e ms a e displayed.
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mapping o he li e a u e in Web o Science.
Campus Vi uales
, 11(1), 201-223. h ps://doi.o g/10.54988/c .2022.1.1019
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igu e 1. lowcha acco ding o he PRISMA decla a ion. Sou ce: Sel -made.

-de e mina ion: In his p ocess, a ious ime pe iods we e con igu ed o a icula e he epo ed publica ions
and analyze he e olu ion o he nodes o e ime. Speci ically, ou pe iods we e es ablished (P1 = 2000-
2004; P2 = 2005-2009; P3 = 2010-2014; P4 = 2015-2020). These ime pe iods we e con igu ed aking
he c i e ion o documen a y simila i y. To analyze he au ho s, only a single pe iod was es ablished ha
occupies he en i e empo al space o he s udy (PX = 2000-2020). The s eng h o associa ion be ween
ime pe iods was ound by he numbe o keywo ds o hemes in common.
-Pe o mance: In his p ocess, a ious p oduc ion indica o s we e aken wi h hei co esponding inclusion
c i e ia ( able 1). In addi ion, he signi icance and p og ession o he opics in he con igu ed pe iods was
analyzed ( igu e 2c).
3. Resul s
3.1. Scien i ic ou pu and p oduc ion
The o al olume o scien i ic p oduc ion o he e m "compu e " in WoS is 247913 manusc ip s. I he
sea ch e m is na owed down o he ield o educa ion, he scien i ic ou pu is educed o 18264 manusc ip s.
Tha is, 7.37% o he o al. In his case, i can be seen ha he educa ional line o his e m is no cu en ly
exploi ed. ocusing he CoMPU-EdU s udy on he 21s cen u y, he o al numbe o manusc ip s in he las
wo decades is 11108. In compa ison wi h he o al p oduc ion o he e m "compu e " in he ield o educa ion
in he 21s cen u y, his ep esen s 60.82%. In o he wo ds, he la ges olume o scien i ic p oduc ion on
CoMPU-EdU has been p oduced in he las 20 yea s. I we analyse i s e olu ion yea a e yea , we can see
ha he e has been a cons an and upwa d e olu ion om 2004 o 2018. om 2018 onwa ds, scien i ic
p oduc ion begins o all conside ably. In 2020, he p oduc ion o manusc ip s is a le els simila o hose o
2004. In e es ingly, his decline in esea ch on he e m "compu e " occu s bo h in educa ion and in o he ields
( igu e 3).
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mapping o he li e a u e in Web o Science.
Campus Vi uales
, 11(1), 201-223. h ps://doi.o g/10.54988/c .2022.1.1019
www. e is acampus i uales.es
igu e 2. S a egic diag am (a). Thema ic ne wo k (b). Thema ic e olu ion (c). Sou ce: (he e a-Viedma e al., 2020).
Table 1. P oduc ion indica o s and inclusion c i e ia. Sou ce: Sel -made.
documen s con aining s udies on he CoMPU-EdU a e w i en in English, accoun ing o mo e han 90%
o he o al ou pu . o he languages show esidual p oduc ion olumes compa ed o English (Table 2).
The s udies on he CoMPU-EdU a e mainly collec ed in he ield o Educa ion Educa ional Resea ch,
ollowed, a a conside able dis ance, by he ield o Educa ion Scien i ic disciplines. bo h a eas ocus hei
esea ch on he ield o educa ion. Al hough, as can be seen in able 3, he e a e o he a eas whose olume o
p oduc ion is conside able, especially in he ield o compu ing and enginee ing.
Two ypes o documen s a e dis inguished when p esen ing scien i ic esul s in CoMPU-EdU s udies.
These a e a icles and p oceedings pape s. A icles ha e a sligh ly highe p oduc ion olume han p oceedings
pape s ( able 4).
US ins i u ions a e leading he ield in CoMPU-EdU esea ch. Th ee o hem s and ou in pa icula : S a e
Uni e si y Sys em o lo ida, Uni e si y o Cali o nia Sys em and Uni e si y Sys em o geo gia ( able 5).
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mapping o he li e a u e in Web o Science.
Campus Vi uales
, 11(1), 201-223. h ps://doi.o g/10.54988/c .2022.1.1019
www. e is acampus i uales.es
igu e 3. E olu ion o scien i ic p oduc ion. Sou ce: Sel -made.
Table 2. Scien i ic language used. Sou ce: Sel -made.
Table 3. A eas o knowledge. Sou ce: Sel -made.
Table 4. Type o documen . Sou ce: Sel -made.
Table 5. Ins i u ions. Sou ce: Sel -made.
In he ield o CoMPU-EdU esea ch, he e a e abou 5 au ho s wi h a p oduc ion olume o mo e han
20 manusc ip s. Among hem, Milosz, M. s ands ou , who a o al o 28 documen s has lis ed in WoS (Table
6).
Wi h ega d o he sou ce o publica ion, he e is an equal p oduc ion be ween con e ence pape s and
esea ch a icles. o he publica ions a con e ences, on ie s in Educa ion Con e ence s ands ou . o he
publica ions in scien i ic jou nals, Compu e s & Educa ion s ands ou ( able 7).
o he coun ies wi h he highes olume o CoMPU-EdU p oduc ion, he Uni ed S a es s ands ou abo e
he es . I is ollowed by China, wi h a scien i ic ou pu o o e a housand ( able 8).
In he ield o CoMPU-EdU, he e a e se e al manusc ip s wi h high ci a ion le els. Among hem, he
manusc ip by Connolly e al. (2012) s ands ou conside ably, wi h o e a housand ci a ions. This s udy
ocuses on a sys ema ic e iew o compu e games and se ious games. Among he esul s ob ained, hey
highligh ha compu e games ha e an impac on s uden s, especially in he pe cep ual, cogni i e, a ec i e and
emo ional domains ( able 9).
3.2. S uc u al and hema ic de elopmen
The keywo d de elopmen indica es se e al aspec s: a) i shows he o al numbe o keywo ds used by
au ho s in a gi en ime pe iod, ep esen ed by he numbe inside he ci cle; b) keywo ds ha s op being used
in he subsequen ime pe iod, ep esen ed by an upwa d a ow; c) new keywo ds in a ime pe iod,
ep esen ed by a downwa d da e; d) and o e lapping keywo ds be ween ime pe iods, ep esen ed by a
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mapping o he li e a u e in Web o Science.
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Table 6. Mos p oli ic au ho s. Sou ce: Sel -made.
Table 7. Sou ce o o igin. Sou ce: Sel -made.
Table 8. Coun ies. Sou ce: Sel -made.
Table 9. Mos ci ed a icles. Sou ce: Sel -made.
ho izon al da e. The da a shown in igu e 4 show se e al aspec s ha need o be men ioned. on he one hand,
he numbe o keywo ds used by he au ho s in he manusc ip s is inc easing. This indica es ha he indexing
o manusc ip s is becoming mo e and mo e speci ic and conc e e, wi h a iew o hei isibili y in he scien i ic
communi y. on he o he hand, he pe cen age o coincidence be ween pe iods is shown. I can be seen ha
his pe cen age o coincidence is g adually dec easing. A i s , be ween he 2000-2004 and 2005-2009 ime
pe iods, he pe cen age o coincidence o keywo ds is 42%. In con as , be ween he 2010-2014 and 2015-
2020 ime pe iods, he keywo d ma ch a e is 32%. Wha do hese da a indica e? Tha he esea ch ends on
he subjec analysed in his a icle a e changing, gi en ha new lines and ends in esea ch a e being
gene a ed.
In he ollowing, bo h he in e al diag am and he academic pe o mance o he hemes esul ing om he
co-wo d analysis will be analysed. In his case, he in e al diag am shows he le el o impo ance o he
hemes gene a ed. This deg ee o impo ance is gi en by Callon's index, which gene a es a clus e ing p ocess
based on cen ali y and densi y. Cen ali y is based on he s eng h o he ela ionship be ween he ex e nal
links o each o he hemes wi h o he hemes. densi y is based on he s eng h o he ela ionship be ween he
ex e nal links exis ing in each o he hemes. Academic pe o mance p o ides he bibliome ic alue o he
a ious hemes gene a ed in he analysis. These bibliome ic alues a e based on a ious indica o s, such as h-
index, g-index, hg-index and q2-index. In addi ion, his s udy analyses he a e age numbe o ci a ions pe
documen .
In he i s pe iod analysed, co esponding o he ime in e al be ween 2000 and 2004, he "a i udes"
heme shows he highes academic pe o mance, wi h highe bibliome ic indica o s han he es o he hemes.
I should also be no ed ha his subjec is also conside ed o be one o he d i ing hemes. In his case, i can
be conside ed as a undamen al axis in he esea ch ca ied ou in his pe iod. going in o a li le mo e dep h
on his heme, i can be seen ha i s esea ch ocus was di ec ly ela ed o expe iences, s uden s, gende
di e ences, seconda y school s uden s, achie emen s and echnology. Wi h espec o he es o he hemes,
i is wo h highligh ing he hemes "p oblem-sol ing", "pedagogical-issues" and " alidi y", which show, in
ela ion o academic pe o mance, a highe documen a e age ci a ions han he es o he hemes. I should
be no ed ha "pedagogical-issues" is conside ed, oge he wi h "pe o mance", o be a d i ing heme. The
"pedagogical-issues" heme ocuses i s line o esea ch on he imp o emen o class oom eaching, gende
di e ences in compu e use, pedagogical echniques ocused on collabo a i e lea ning, he use o a ious
applica ions in di e en subjec s, he use and applica ion o lea ning en i onmen s, he e alua ion o aining
p ocesses de eloped wi h compu e s, pos -seconda y educa ion and eaching and lea ning s a egies. The
" alidi y" heme, on he o he hand, ocuses on he alida ion and eliabili y o ins umen s o analysing he use
o compu e s in educa ion ( igu e 5).
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mapping o he li e a u e in Web o Science.
Campus Vi uales
, 11(1), 201-223. h ps://doi.o g/10.54988/c .2022.1.1019
www. e is acampus i uales.es
igu e 4. Keywo d con inui y be ween con iguous in e als. Sou ce: Sel -made.
3.3. Au ho s wi h he highes ele ance index
In ela ion o he au ho s, he e a e h ee au ho s who can be conside ed as d i ing o ces in his ield o
s udy. These a e he cases o da ies, d.K., Redondo, J.L., and Pal ey, J. In addi ion, he au ho s ische , .,
alkne , n., and Milosz, M., should be bo ne in mind, gi en ha hei loca ion in he diag am places hem as
au ho s who may be, in he no oo dis an u u e, au ho s o g ea ele ance in he ield o s udy o CoMPU-
EdU ( igu e 10).
4. discussion
As i has been shown, he appea ance and p oli e a ion o he use o compu e s has e olu ionized he way
we communica e (Liao e al., 2018), ca y ou ac ions ha we e conside ed buying and selling as ace- o- ace
ela ionships (Pé ez-Ama al e al., 2020), o e en wi h ega d o aining (Cai ns & Malloch, 2017; Moelle e
al., 2015).
As di e en ools associa ed wi h he use o compu e s ha e e ol ed and di e en applica ions ha e been
de eloped and hei use ulness seen. In educa ion, his has mean a b eak h ough and e olu ion, since
di e en bene i s ha e been ob ained, such as he c ea ion o collabo a ion and communica ion ne wo ks
be ween educa ional ins i u ions, he implemen a ion o educa ional ne wo ks and i ual aining suppo ed by
i ual lea ning en i onmen s (Alenca & ne o, 2020; os e & Shah, 2021).
As has been obse ed in he esul s, he e m CoMPU-EdU, i WoS is aken in o accoun , has accoun ed
o 7.37% o he o al scien i ic p oduc ion. I his da a is analyzed in he whole o he scien i ic p oduc ion o
compu e in he 21 h cen u y, i may seem sca ce. bu i he es o he disciplines a e analyzed, i can be seen
ha CoMPU-EdU is he ou h mos s udied ca ego y in WoS. I only has ca ego ies like elec ical enginee ing
o compu e science ahead. Tha is o say, he scien i ic p oduc ion o compu e s in he educa ional ield is
high.
In his 21 h cen u y, he olume o scien i ic p oduc ion o he e m CoMPU-EdU has e ol ed, in a simila
way o he s udies on he e m compu e in gene al. In his case, in he educa ional ield, i can be obse ed
ha om 2010 o 2018, i is he momen when scien i ic p oduc ion has been mos p oli ic. I should be no ed,
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igu e 10. S a egic au ho diag am o all scien i ic ou pu . Sou ce: Sel -made.
Mo eno-gue e o, A. J.; Ma ín-Ma ín, J. A.; Pa a-gonzález, M. E.; López-belmon e, J. (2022). Compu e in educa ion in he 21s cen u y. A scien i ic
mapping o he li e a u e in Web o Science.
Campus Vi uales
, 11(1), 201-223. h ps://doi.o g/10.54988/c .2022.1.1019
www. e is acampus i uales.es

bo h in he esea ch lines o he e m compu e in gene al, and in he educa ional ield, he e is a signi ican
dec ease, in e ms o scien i ic p oduc ion. Could we be acing a change in ends in esea ch? This ac is
possible, abo e all because esea ch may be ocusing on o he mo e speci ic elemen s in he compu a ional
ield, such as obo ics (López-belmon e, e al., 2021) o augmen ed eali y (A ici, yildi im, Calikla , yilmaz,
2019). In hese cases, he end in ecen yea s has been upwa d.
Analyzing he academic pe o mance o he scien i ic p oduc ion on he e m CoMPU-EdU, i is obse ed
ha he language used mainly by he scien i ic communi y o p esen hei indings is English. This is no mal in
he WoS da abase, since i is a da abase ha collec s mo e ocused s udies om he Anglo-Saxon ield. In
addi ion, since i is he uni e sal language, i makes sense o hink ha he way o each he la ges numbe o
scien is s in he wo ld is English.
The a eas o knowledge ha collec he mos manusc ip s on his line o esea ch a e, ob iously, educa ion
educa ional esea ch and educa ion scien i ic disciplines, al hough hey a e no he only ones. o he a eas o
knowledge, such as compu e science o enginee ing, also p esen a high numbe o esea ches in his ield o
s udy. This is due o he ac ha in hese o he a eas he compu e is used as he main wo k ool in he eaching
and lea ning p ocesses.
The main ype o manusc ip used is he a icles closely ollowed by he p oceedings pape . This can ha e
wo in e p e a ions. on he one hand, he ac o using esea ch a icles in a ield o knowledge is due o he
ac ha he e is a base o s udies es ablished o e ime. bu on he o he hand, p esen ing he indings in
p oceedings pape is because new lines o esea ch a e being p esen ed. This ac is e iden in his s udy,
whe e he e olu ion o scien i ic p oduc ion has e ol ed o e ime, gene a ing new ends in s udies on he
e m CoMPU-EdU. This is e lec ed in he sou ces o p esen a ion o he da a. Examples o his a e on ie s
in Educa ion Con e ence, which compiles p oceedings pape ; and Compu e & Educa ion, which compiles
esea ch a icles.
The Uni ed S a es s ands as he la ges p oduc ion o scien i ic li e a u e on he e m CoMPU-EdU. This
is e lec ed in he main ins i u ions ha gene a e manusc ip s in hese lines. All o hem om ha coun y. The
ins i u ions o he S a e Uni e si y Sys em o lo ida, he Uni e si y o Cali o nia Sys em and he Uni e si y
Sys em o geo gia s and ou abo e he es .
The e is no au ho who s ands ou abo e he es , as a as p oduc ion olume is conce ned. Among all
hose analyzed, Milosz, M. s ands ou in his ega d, which sligh ly exceeds he es o he scien is s who
analyze he e m CoMPU-EdU. bu he ac o being he one wi h he mos p oduc ion in he scien i ic
communi y does no mean ha i is he mos ele an . In his case, his p i ilege alls o h ee au ho s: da ies,
dK, Redondo, JL, and Pal ey, J. In addi ion, i should be no ed ha he e a e au ho s, who p obably, in he
no oo dis an u u e, may be ele an in his ield o s udy. This is he case o h ee o he au ho s ische , .,
alkne , n., and Milosz, M. As can be seen, Milosz, M. p esen s he highes p oduc ion alue and is posi ioned
as an eme ging au ho . be ha as i may, all he au ho s p esen ed he e should be conside ed o hose who
wan o analyze o s a s udies in CoMPU-EdU.
In ela ion o he mos ci ed manusc ip s, i can be indica ed ha he olume o ci a ion o his ield o s udy
is high, when compa ed wi h o he s udies such as, in his case, obo ics (López-belmon e, e al., 2021) o
augmen ed eali y (A ici, yildi im, Calikla , yilmaz, 2019). o all he manusc ip s, he one ha s ands ou he
mos , wi h a numbe o ci a ions g ea e han a housand, is he manusc ip by Connoly e al. (2012). This
manusc ip , coinciden ally, ollows a line o esea ch simila o his s udy, since i is a sys ema ic e iew. In i ,
compu e games and se ious games a e analyzed. The es o he wo ks ha ollow, such as ha o S ahl e al.
(2006) o ha o Papas e giou e al. (2009), exceed hal a housand ci a ions.
now ocusing he analysis on he s uc u al and hema ic de elopmen o he e m CoMPU-EdU, se e al
aspec s a e obse ed ha a e wo hy o men ion. In he i s place, as has been obse ed in he ype o
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mapping o he li e a u e in Web o Science.
Campus Vi uales
, 11(1), 201-223. h ps://doi.o g/10.54988/c .2022.1.1019
www. e is acampus i uales.es
manusc ip s used by he scien i ic communi y o p esen hei indings, he e is a change in end. Tha is o
say, i goes om a 42% coincidence o keywo ds be ween he pe iods 2000-2004 and 2005-2009, o a 32%
coincidence be ween he pe iods 2010-2014 and 2015-2020. These da a con i m ha al hough he e is a base
line o esea ch es ablished o e ime, he e is a change in ends.
This ac is also e lec ed in he academic pe o mance and he posi ions o he a ious hemes esul ing
om he analysis. In his case, in he i s pe iod (2000-2004), he opic “a i udes” can be conside ed he mos
ele an and o g ea es in e es o he scien i ic communi y. In o he wo ds, he esea ch ocused in his i s
pe iod, mainly, on he a i udes o he membe s o he educa ional communi y in he use o he compu e in he
educa ional en i onmen . In addi ion, in his pe iod o he ends a e obse ed in his ield o s udy, such as
exis ing gende di e ences in he use o he compu e . o aspec s ela ed o eaching and lea ning p ocesses,
as is he case wi h pedagogical me hods. o he e alua ion sys ems when using he compu e . o he
alida ions o e alua ion ins umen s, necessa y in his case o be able o p esen alid and eliable indings.
This line ma ked in ha i s pe iod is b oken in he second pe iod (2005-2009), gi en ha he esea ch
opics mo e om he a i udes o he s uden s o in e ac i e lea ning en i onmen s and owa ds he designs o
echno-pedagogical applica ions. In addi ion, al hough o a lesse ex en , in his pe iod a en ion o s uden s
wi h special educa ional needs begins o gain s eng h, mainly hose wi h in ellec ual disabili ies o au ism. I
also ocuses he s udy on he s uden s hemsel es, o a ious ages, pu ing mo e in e es in he lea ning and
con en achie ed by he s uden s hemsel es.
This end is b oken again, in pa , in he hi d pe iod (2010-2014), since he main ocus o he educa ional
communi y is mainly ocused on he eaching and lea ning s a egies necessa y o apply he use o he compu e .
Al hough i also con inues o ocus on he s uden s hemsel es, bu om ano he pe spec i e. Tha is, i ocuses
on s uden s, bu on hei indi idual de elopmen and he sel -e icacy gene a ed in hem when hey use he
compu e in educa ion. In addi ion, du ing his pe iod, s uden s wi h special educa ional needs con inue o be
analyzed.
inally, in he las pe iod (2015-2020), he end b eaks again. In his pe iod, he ocuses a e on s uden
academic achie emen , bu also on lea ning, a i udes, gende o he s uden s, and in e en ion. In o he wo ds,
du ing his pe iod, o he lines o esea ch s a ed in p e ious pe iods we e aken up again, wi h mo e ele ance.
Looking ahead o he coming yea s, i can be seen ha opics such as “sel - egula ed-lea ning”,
“compu a ional- hinking”, “gami ica ion” and “impac ” may be posi ioned as ele an esea ch opics o g ea
in e es o he scien i ic communi y.
I all he pe iods a e analyzed as a whole, obse ing he hema ic e olu ion o he e m CoMPU-EdU, he
changes in ends in he scien i ic ield a e con i med. In addi ion, o he no ewo hy aspec s a e displayed. on
he one hand, al hough he e a e end changes in he pe iods analyzed indi idually, i is obse ed, in he se
o pe iods, ha he e a e h ee lines o esea ch wo h men ioning, such as he cases o “mul imedia /
hype media-sys ems_in e ac i e-lea ning- en i onmen _ eaching / lea ning-s a egies_ eaching / lea ning-
s a egies”, “a i udes-expe ience-sel _e icacy-a i udes” and “a i udes-expe ience-sel _e icacy-
use _accep ance”. In o he wo ds, he baseline o esea ch es ablished o e ime in he CoMPU-EdU s udy
ocuses on he eaching and lea ning p ocesses, and on he a i udes o s uden s in he use o he compu e . on
he o he hand, he e a e no g ea connec ions be ween he a ious lines o esea ch gene a ed by he scien i ic
communi y, which shows he di e si y o lines and he di e en ends in his ield o s udy.
5. Conclusions
I can be concluded ha he CoMPU-EdU in es iga ions a e cu en ly a an in lec ion poin , gi en ha
he e is a downwa d end, as a as p oduc ion olume is conce ned. The scien i ic communi y is beginning
o ocus i s esea ch on o he mo e speci ic b anches o compu e , such as augmen ed eali y o obo ics. In
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mapping o he li e a u e in Web o Science.
Campus Vi uales
, 11(1), 201-223. h ps://doi.o g/10.54988/c .2022.1.1019
www. e is acampus i uales.es
addi ion, he scien i ic p oduc ion o CoMPU-EdU in he 21 h cen u y ocuses mainly on he a i udes o he
membe s in ol ed in he pedagogical ac , on gende di e ences, on he elemen s o he eaching and lea ning
p ocesses - pedagogical me hods and e alua ion - and in he a en ion o s uden s wi h special educa ional
needs. P obably in he u u e he lines o esea ch will begin o ocus on sel - egula ion o lea ning,
compu a ional- hinking and gami ica ion.
The main limi a ions o his esea ch a e due o he cha ac e is ics o he WoS da a pu i ica ion. Thus, you
can ind epea ed documen s, and e en o he s ha a e no ela ed o he subjec o he s udy. u he mo e,
he in e als o he analyzed documen s show di e ences as a unc ion o he ime in e als. Resea che s ha e
es ablished hei own c i e ia wi hin hese pa ame e s, in o de o show consis en esul s. Tha is why, a e
hese es ablished c i e ia and decisions aken, he esul s ha a e p esen ed would be use ul o he scien i ic
communi y due o he igo ollowed o hei ealiza ion.
Wi h ega ds o u u e lines o esea ch, his same esea ch could be ca ied ou bu applying inclusion and
exclusion c i e ia, such as speci ic a eas, which se e hei eache s in hei wo k, gi en hei use ulness, such
as a o eign language, ma h o social s udies.
6. S udy implica ions
based on he esul s o his o iginal s udy, di e en implica ions o a heo e ical and p ac ical na u e a e
de ec ed. on a heo e ical le el, his wo k in ol es o ganizing and p esen ing scien i ic p oduc ion in e ms o
he subjec , which means ha yea s o scien i ic wo k a e adiog aphed h ough his documen . In addi ion, his
assumes ha he e a e ends, which a e use ul o esea che s and e en eache s, since hey can guide hei
wo k owa ds hem.
As o he p ac ical implica ions, hey also a ec eache s, esea che s and he scien i ic ield in gene al.
These implica ions a e associa ed wi h he heo e ical implica ions men ioned abo e, bu hey go a li le u he ,
since, based on his adiog aphy on he publica ions, eache s can apply ce ain in o ma ion o hei eaching
p ac ice, which has al eady been p o en in o he si ua ions and h ough which bene i s ha e been ob ained.
Wi h wha we would no be alking abou he dissemina ion o knowledge h ough his s udy (which has
al eady been said o he impo ance o i s use ulness) bu i can also in luence he pedagogical p ac ices o
eache s o imp o e he eaching-lea ning p ocesses. This ac is conside ed o c ucial use ulness o eache s,
since ha ing ools ha help hem imp o e hese p ocesses a e impo an . bu in addi ion, no only o eache s,
bu also people in cha ge o ins i u ions, hey can also apply di e en knowledge in hese documen s p esen ed
o p omo e changes in hem, which is conside ed use ul in his sense as well.
Acknowledgmen s
I+d+i P ojec oTRI-Uni e si y o g anada wi h inancing code numbe 4995: Se ices ela ed o he pilo
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