Page 185 - Izobraževanje v dobi generativne umetne inteligence

Raziskovalni trendi na področju generativne umetne inteligence v izobraževanju

Research Trends in the Field of Generative Artificial Intelligence in Education,
2014–2024
In the past decade, the integration of digital technologies and particularly artificial
intelligence into education has grown substantially, creating both opportunities
and challenges. Generative AI tools such as ChatGPT have enabled personalized
learning experiences and the automation of research tasks. However, their use also
raises significant e thical a nd s ecurity c oncerns, i ncluding r isks o f m isinformation
and copyright violations. Increasing academic interest in this area is evident from
numerous international research initiatives exploring the application of generative
AI in pedagogy and didactics. This study conducts a bibliometric analysis of research
on Generative Artificial Intelligence in Education published between 2014 and 2024.
Using data from the Scopus database, 704 relevant articles were analyzed with the
VOSviewer software to identify research trends, geographical distribution, key au-
thors, and pedagogical applications of generative AI in education. The findings reveal
that the USA, Australia, and China are leading in research output, with four clusters
of countries connected by collaborative networks. Notably, authors N. Pervin and A.
Yusuf emerged as the most cited in the field. The analysis identified 231 key terms,
with ‚teacher,‘ ‚gpt,‘ and ‚image‘ being the most frequently mentioned. Key research
areas include the pedagogical, technical, legal-ethical, and organizational aspects
of generative AI, with a focus on STEM education, language learning, and creativity
enhancement. The study underscores the extensive scope of existing research, maps
out collaborative networks, and suggests expanding the analysis to include other
databases, such as Web of Science.
Keywords: generative artificial intelligence, education, bibliometrics, research

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