Nur Indah Septia Ningsih, Farid Ahmadi, Ellianawati Ellianawati, Fahrur Rozi
The integration of immersive technologies in mathematics education presents significant potential for enhancing learning experiences, yet its successful implementation hinges on user acceptance, a domain predominantly explained by the Technology Acceptance Model (TAM). However, the rapid proliferation of research has resulted in a fragmented literature, lacking comprehensive synthesis of its intellectual structure and evolution. This study addresses this gap through bibliometric analysis of 425 Scopus publications (2021-2025) using R Bibliometrix and Biblioshiny. Findings reveal: (1) Intellectual Structure-exponential growth (31.13% annually) with distinct geographical patterns showing Asian productivity leadership versus European citation impact; (2) Conceptual Structure, a fundamental schism between technological clusters (AR/VR) and pedagogical streams, with AI emerging as a bridging theme; (3) Social Structure, moderate international collaboration (24.94%) with limited South-South cooperation; (4) Thematic Evolution, progression from pandemic-responsive research toward AI and Mixed Reality as emerging frontiers. Notably, Mixed Reality remains significantly underexplored compared to AR/VR dominance. The study identifies three critical research trajectories: developing MR-specific TAM extensions, creating integrated technological-pedagogical frameworks, and establishing diversified global research networks. This research provides scholars with a definitive state-of-the-art reference, offers educators evidence-based implementation insights, and guides developers in creating user-centered immersive learning applications,ultimately facilitating more effective adoption of immersive technologies in mathematics education. Overall, these findings underscore that advancing the field requires bridging the persistent gap between technological innovation and pedagogical practice to ensure meaningful, scalable, and sustainable integration of immersive technologies in mathematics learning. © 2026, Ozgen Korkmaz. All rights reserved.
Department of Elementary Education, Postgraduate School, Universitas Negeri Semarang, Semarang, Indonesia; Department of Physics Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang, Semarang, Indonesia; Department of Economic Education, Faculty of Economics and Business, Universitas Negeri Semarang, Semarang, Indonesia
