In today's world, the ability to think computationally is essential. The skillset expected of a computer scientist is no longer solely based on the old stereotype but also a crucial skill for adapting to the future. This perspective presents a new educational challenge for society. Everyone must have a positive attitude toward understanding and using these skills daily. One thousand two hundred seven documents about computational thinking (CT) may be found while searching the Scopus database from 1987 to 2023. Data from Scopus were analyzed using VOSviewer software. This study educates academics by delving into the fundamentals of what is known about the CT of visual and quantitative research skills. This approach allows for a more in-depth look at the literature and a better understanding of the research gap in CT. This bibliometrics analysis demonstrates that (1) research on CT is common to all sciences and will develop in the future; (2) the majority of articles on CT are published in journals in the fields of education, engineering, science and technology, computing and the social sciences; (3) the United States is the most dominant country in CT publications with a variety of collaborations; (4) keywords that often appear are CT, engineering, education, and mathematics, and (5) research on CT has developed significantly since 2013. Our investigation reveals the beginnings and progression of the academic field of research into CT. Furthermore, it offers a road map indicating how this study area will expand in the coming years.
The purpose of this study is to reveal the status of scientific publications on learning analytics from the past to the present in terms of bibliometric indicators. A total of 659 publications on the subject between the years 2011-2021 were found in the search using keywords after various screening processes. Publications were revealed through descriptive and bibliometric analyses. In the study, the distribution of publications by years and citation numbers, the most published journals on the subject, the most frequently cited publications, the most prolific countries, institutions and authors were examined. In addition, the cooperation between the countries, authors and institutions that publish on the subject was mentioned and a network structure was created for the relations between the keywords. It has been determined that research in this field has progressed and the number of publications and citations has increased over the years. As a result of the bibliometric analysis, it was concluded that the most influential countries in the field of learning analytics are the USA, Australia and Spain. The University of Edinburgh and Open University UK ranked first in terms of the number of citations and Monash University as the most prolific institutions in terms of the number of publications. According to the keyword co-occurrence analysis, educational data mining, MOOCS, learning analytics, blended learning, social network analysis keywords stand out in the field of learning analytics.