Interactive Reading in the Digital Age: Bibliometric Trends and Conceptual Structures
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https://doi.org/10.5281/zenodo.17488242Özet
The present study aims to examine the development of scientific publications in the field of interactive reading using bibliometric and thematic analysis methods. Interactive reading can be defined as a multidimensional learning approach based on active interaction between the reader and the text, with the purpose of supporting meaning-making processes. The integration of digitalisation and artificial intelligence technologies into educational environments has rendered this approach more personalisable and accessible. In the course of the present study, a total of 1,076 articles which had been published in the Web of Science database between the years 1979 and 2025 were analysed. The analyses identified publication trends, author and country distributions, key concepts, thematic structures, and conceptual clusters. The findings demonstrate that the field of interactive reading has evolved over time from cognitive models to pedagogical applications and technology-focused research. Furthermore, a range of themes were identified, including digital environments, socio-emotional factors, inclusive education, and teacher competencies. In this context, the study unveils the multi-layered structure of interactive reading and provides strategic directions for future research.
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