Augmented Reality for Student Learning Media: A Bibliometric Analysis and Visualization

Augmented Reality is a study that is now popular. Many researches theme have been published in various reputable journals. The purpose of this study is to provide an overview and visualization of Augmented Reality which is used as a medium of learning. This research is a qualitative research through descriptive analysis with literature review formed in bibliometric analysis which describes and visualizes ongoing phenomena as well as in the past regarding various topics related to Augmented Reality. Through the Scopus database source, there are 882 documents related to Augmented Reality were obtained from 2016 to 2020 and various data related to the number of documents by country, author, subject area, visualization of relationships between topics. Topics that are categorized as rare or have not been associated with AR will be an option for us to study more deeply so that it will give knowledge to the scientific of AR as a medium for student learning.


INTRODUCTION
Education is the fundamental entity in the development of a nation. The achievement in managing education is determined by the quality of human resources. In an effort to improve the quality of human resources, it is necessary to improve the learning process in every level, one of them is high school level. Various forms of learning practices with various paradigms have been carried out, including the constructivism paradigm. Constructivism of learning explains that students create their own learning (Schunk, 2012). It encourages the teacher's role no longer as a learning center but as a facilitator, mediator and mentor. Likewise, students in the learning process do not only rely on the teacher but also must be active and have good learning independence so that the learning process takes place according to the expected goals. Similarly, learning independence is seen as one of the main competencies for 21st century students (Wolters, 2010). In order to support independent learning, it needs media that can provide external motivation.
Technological developments are able to help limitations of learning. Digital technology is an open gateway to new alternative learning and options that support the acquisition of selfregulatory skills (Schneckenberg, Ehlers, & Adelsberger, 2011). Augmented Reality (AR) is one of the uses of computer content technology that is raised in a real world environment (Wang, Callaghan, Bernhardt, & White, 2017). AR technology refers to the inclusion of virtual elements in the view of the actual physical environment, to create mixed reality in real time (Miguel, Ruizrube, & Manuel, 2018). AR can be applied to different devices such as smartphones, tablets, laptops, computers or head-mounted monitors (Miguel, Ruiz-rube, & Manuel, 2018). AR can be applied to different devices such as smartphones, tablets, laptops, computers or head-mounted monitors (Pedaste, Mitt, & Jürivete, 2020). AR provides the ability to overlay image, text, video, and audio components onto an existing image or space. AR technology has been able to bridge the gap and bring a more tangible learning approach. Student-centered activities can be enhanced by combining virtual and real-world experiences. In an effort to develop AR-based media, a needs analysis in learning is carried out.

METHODS
This research is a qualitative research with descriptive analysis techniques with literature studies which is equipped with bibliometric analysis where the study seeks to describe existing phenomena, that happen currently and in the past and it is added with various topics related to AR. This article highlighted the discussion of AR for student learning media with Scopus data sources from 2016 to 2020. The article metadata that has been obtained through the Publish or Perish software is then visualized and analyzed using the Vosviewer software.

Results
Augmented Reality (AR) is one of the uses of computer content technology that is raised in a real world environment (Wang et al., 2017). AR technology refers to the inclusion of virtual elements in the view of the actual physical environment, to create mixed reality in real time (Miguel et al., 2018). Here is the concept of the position between AR, VR, and MR environments: (Ternier, Klemke, Kalz, & Specht, 2012) In an AR, where the virtual and physical worlds coexist, users learn while communicating with others in the same space (Martín-gutiérrez, Fabiani, Benesova, Dolores, & Mora, 2015). AR is a technology that overlays virtual objects (added constituents) into the real world (Azuma, Behringer, Feiner, Julier, & Macintyre, 2001). AR can be applied to different devices such as smartphones, tablets, laptops, computers or head-mounted monitors (Pedaste et al., 2020). AR provides opportunities based on this principle by combining printed text with virtual content (e.g., integrating video into a textbook) or by physically augmenting objects with virtual text (e.g., displaying informative text at the top of a screenshot of a historic building (Sommerauer & Müller, 2015).

Figure1. Concept of Milgram's in
10 results of research on AR in learning are presented in the following table 1. Systematic review and meta-analysis of augmented reality in educational settings The benefits from AR system in education is "benefit of studying and motivation" 2 (Parmaxi & Demetriou, 2020) Augmented reality in language learning: A state-of-the-art review of 2014-2019 The popularity of AR based on cellular to support vocabulary (23,9%), reading (12,7%), speaking (9,9%) writing (8,5%) or general language ability (9,9%     Based on Figure 6, we can see the appearance of research topics related to Augmented Reality that have a relationship each other, some are close in distance, it means that the relationship is stronger than others. The larger size of circle or writing, the more topic is researched. Based on Figure 7, it can be seen that the color display depends on the density of the items at the point. Yellow color means denser or often discussed than green and blue. So that we can map topics that have not been studied much related to AR.

Discussion
Various benefits in the application of AR technology in education have been investigated. AR technology can improve students' laboratory skills and help them build positive attitudes towards physics laboratories (Akçayır, Akçayır, Pektas, & Ocak, 2016). The use of Augmented Reality on mobile applications can increase the learning motivation of health science undergraduate students. Attention, satisfaction, and motivational belief factors increased, and these results were significant (Khan et al., 2019). The application of AR in mathematics learning resulted in better learning performance, motivation and anxiety levels than the group without AR (Chen, 2019).
Based on the various benefits derived from implementing AR in learning, Augmented Reality technology allows students the freedom to actively experience digital content and integrate new information into their existing knowledge base individually. Thus, the AR learning experience is very much in line with the principles of constructivism (Wang et al., 2017). The various visualized topics surrounding the currently researched AR that have been published in the journal Scopus have provided important information. For us, Topics that are categorized as rare or have not been associated with AR will be an option for us to study more deeply so that it will add to the scientific repertoire of AR.

CONCLUSION
Augmented reality is one of the alternative media that is currently being studied in the scope of learning from various disciplines. Various benefits of AR media have been researched and published in various journals, especially journals that have been indexed by Scopus. Writers in Asia, namely Indonesia, also contributed to the top 10 in the number of publications based on their country. The trend of research on AR will continue to grow with new learning approaches that will also make more use of the virtual environment. However, the utilization of the literature obtained in research and the use of applications in analyzing this data can still be said to be limited. There are still many data sources other than Scopus that can be used. For future research, data sources from the web of science or other sources can be added. Likewise, to analyze bibliometric data, applications other than VOSviewer can be added to complete the visualization.

CONFLICT OF INTEREST
The authors declare that there is no conflict of interest regarding the publication of this article. Authors confirmed that the paper was free of plagiarism.

ACKNOWLEDGEMENTS (OPTIONAL)
A big thank you to all ITAPI management and Accounting MGMP at SMK Central Java who have contributed a lot to help in the research process. Thanks also to the Directorate General of Teachers and Education Personnel of the Ministry of Education and Culture of the Republic of Indonesia for funding so that this research can be carried out.