Trends in Cognitive Diagnostic Research for Learning Evaluation in Educational Environment: A Bibliometric Analysis on Scopus Database
DOI:
https://doi.org/10.55549/epess.1032Keywords:
Assessment, Bibliometrics, Cognitive diagnostics, Education, VOSviewerAbstract
The analysis in this study aims to map the trends in research publications related to diagnostic cognitive assessment in the field of education in general, using bibliometric analysis. Using predefined keywords, the author analyzed 137 articles based on the Scopus database selected using the PRISMA methodology, followed by analysis using the R and VOSviewer programs. Based on the analysis, the topic of cognitive diagnostics in education began in 2006 and continued to grow rapidly until 2025, with the highest surge in publications occurring in 2023 and 2024. The United States and China dominate in terms of the number of publications and citations, indicating a significant impact in the field of cognitive diagnostics in education. Universities in Malaysia, China, and the United States stand out in publications related to cognitive diagnostic research. New trends are emerging in the grouping of keywords related to the application of cognitive diagnostics in education, marked by “educational data mining” and “educational computing,” indicating a new direction in cognitive diagnostic innovation in the education sector. These keywords can be used by subsequent researchers for further research to enrich the topic of cognitive diagnostics.
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