Impact of Artificial Intelligence Interventions on Learning Outcomes in Distance Education: A Bibliometric Analysis of Highly Cited Research (2003-2023)

Abstract

This study investigates the research trends and focused areas in highly cited literature related to "Artificial Intelligence and Distance Education" over the past two decades (2003 to 2023). Utilizing the Scopus database, a search strategy involving relevant keywords identified 774 articles, from which the top 100 most-cited papers were selected, each having 100 or more citations. Analysing these papers revealed that they collectively received a substantial number of citations and were authored by 439 researchers from 227 organizations across 43 countries. The findings highlight this field's significant external funding (50%) and international collaboration (37%). The United States, China, and the United Kingdom were the leading contributors, while Hong Kong, the UK, and India garnered higher citation impacts. The top-producing institutions included Nanyang Technological University and the University of Birmingham, with notable contributions from several impactful authors. Key journals such as Computers and Education and IEEE Access showcased the highest publication volumes and citation impacts. This study presents insights into global research trends, influential works, and performance metrics of organizations and authors, offering a comprehensive overview of the evolving landscape in AI and distance education research.