Research Trends of Artificial Intelligence in Learning for Elementary Education
TL;DR
A temporal shift toward generative AI and contextual inquiry as the most recent research concerns is confirmed, and the complete absence of publications from Africa, Latin America, and South Asia signals a critical equity gap in the global research agenda.
Abstract
Research on artificial intelligence (AI) in elementary education has grown substantially, yet a systematic bibliometric mapping of this field within the post-generative AI era remains absent. This study employed a bibliometric analysis of 158 Scopus-indexed articles published between 2022 and 2026, retrieved using a structured TITLE-ABS-KEY query. Descriptive analysis was performed via the Scopus Analyze feature, while keyword co-occurrence mapping was conducted using VOSviewer software (version 1.6.20.0) with a minimum term occurrence threshold of 10. Publications increased sharply from 10 in 2022 to 73 in 2025. China was the most productive country (28.5%), and The Education University of Hong Kong led institutionally. Social Sciences (38.8%) and Computer Science (28.0%) dominated subject areas. Keyword co-occurrence analysis identified three clusters: AI effects on student learning and engagement, AI integration frameworks and literacy, and generative AI and student motivation. Overlay visualization confirmed a temporal shift toward generative AI and contextual inquiry as the most recent research concerns. The findings reflect a field catalyzed by the emergence of generative AI tools, with research geographically concentrated in East Asian contexts and structurally evolving from outcome measurement toward motivational and pedagogical inquiry. The complete absence of publications from Africa, Latin America, and South Asia signals a critical equity gap in the global research agenda.