Amir Karimi

Scopus Publications

Digital Pasts, Tangible Futures: A Thematic Study of Virtual Heritage (VH) Research
Shu Ma, Amir Karimi
Computer Animation and Virtual Worlds, 2026
This research conducts a bibliometric investigation into the scholarly discourse surrounding virtual heritage from 1997 to 2025, using data extracted from the Scopus database. Analyzing a curated selection of 306 peer‐reviewed articles and conference papers, the study uncovers the structural, thematic, and collaborative dimensions of this interdisciplinary field. Employing analytical tools such as CiteSpace, VOSviewer, and the Bibliometrix R package, the research maps influential contributors, institutional networks, and evolving research clusters. The results demonstrate increasing convergence between technology and heritage studies, particularly in virtual reality, user interaction, and artificial intelligence. Despite this growth, notable research voids remain, especially regarding global diversity, conceptual engagement with authenticity, and the long‐term preservation of digital reconstructions. The study concludes with methodological observations and proposes future research pathways to foster a more inclusive, sustainable, and critically grounded framework for developing and evaluating Virtual Heritage practices.
Conceptual entropy and technological acceleration: diagnosing structural gaps in robotics in game-based learning (1988–2025)
Shaoyuan Zhao, Luorong Qupi, Amir Karimi
Entertainment Computing, 2026
Harnessing Artificial Intelligence for History Education: A New Chapter in Pedagogical Innovation
Ruiwei Yuan, Ping Zhu, Amir Karimi
European Journal of Education, 2026
This study examines the integration of artificial intelligence (AI) into history education, highlighting its potential to transform pedagogical practices and enhance student engagement. Through a comprehensive bibliometric analysis of 110 publications from 1985 to 2025, the research identifies key trends, thematic clusters, and influential works that have shaped this interdisciplinary field. Findings reveal a steady growth in scholarly interest, particularly post‐2011, with emerging themes such as immersive virtual environments, AI‐driven personalised learning, and digital heritage preservation. The analysis highlights regional variations, with countries such as China and India leading in technological applications, while Western nations tend to focus more on pedagogical strategies. Cluster and trend analyses reveal a shift from foundational topics, such as historical text comprehension, to innovative approaches involving chatbots, augmented reality, and advanced AI algorithms, including federated and adversarial learning. Influential articles highlight the importance of immersive technologies and AI‐powered assessment tools in promoting critical thinking and cultural understanding. Despite promising developments, the study acknowledges several limitations, including its reliance on the Scopus database and the selection of keywords, which may restrict the scope of the findings. This research highlights AI's transformative potential in history education, advocating for continued exploration of the ethical, pedagogical, and technological challenges that foster inclusive, engaging, and innovative learning environments.
Methodological refinement and cartography of environmental history scholarship: Intellectual trajectories, thematic evolution, and global dynamics (1968–2025)
Shuai Chen, Amir Karimi
Holocene, 2026
This study presents a rigorous bibliometric and methodological investigation into the evolving landscape of environmental history research from 1968 through 2025. Using a multi-stage filtration of 6557 Scopus-indexed records, the dataset was refined to 2286 peer-reviewed research articles that reflect the field’s interdisciplinarity across environmental science, the humanities, and the social sciences. Bibliometric mapping, using advanced tools such as CiteSpace, VOSviewer, and the bibliometrix package in R, reveals patterns in scholarly production, international collaboration, and thematic diversification. The field exhibits robust annual growth (7.66%), sustained citation impact (average 21.44 citations per document), and a predominance of Anglophone scholarship alongside significant contributions in Spanish, Portuguese, French, and Russian. Cluster and trend analyses uncover distinct intellectual subfields – from paleoenvironmental reconstructions and historical ecology to emergent posthumanist and socio-political critiques – while thematic evolution highlights transitions from foundational environmental historiography to specialized, methodologically pluralistic, and globally resonant concerns, including climate change, biodiversity, and environmental humanities. Citation analysis identifies seminal works that shape the field’s theoretical and methodological contours, underscoring its critical engagement with ecological temporality, agency, and global socio-environmental transformations. This study advances an empirically grounded, computationally robust framework for understanding the disciplinary maturation and transnational scope of environmental history, emphasizing its pivotal role in addressing contemporary environmental challenges through historically informed interdisciplinary inquiry.
Rural worlds remembered: A thematic journey through historiographical shifts
Chen Zhan, Amir Karimi
Rural History, 2026
This paper outlines a structured bibliometric methodology for analyzing rural history as a scholarly field from 1989 to 2025. Drawing from Scopus, a filtered dataset of 436 research articles was compiled through a multi-phase selection process focused on thematic and disciplinary relevance. Using tools such as CiteSpace, VOSviewer, and bibliometrix (R), the study explores patterns in authorship, citations, and keyword usage, offering insights into the field’s development. The findings demonstrate a clear shift from traditional European agrarian narratives toward more diverse, global, and interdisciplinary approaches, integrating themes from cultural history, political ecology, and spatial analysis. Clustering and trend analyses reveal how rural history has evolved methodologically and conceptually, moving beyond its empirical foundations toward more critical and multi-scalar perspectives. This framework offers a replicable model for future historiographical assessments and contributes to understanding the role of rural history within broader academic discourse.
Continuities and Changes: A Trend Analysis of Historical Sociology in the 21st Century
Zhengxin Li, Amir Karimi
Sociology Lens, 2025
This paper presents a comprehensive analysis of historical sociology from 2005 to 2025, identifying key trends and challenges within the discipline. Despite a modest annual growth rate of 10.59% and increased publication rates, a significant decline in average citations per document raises concerns about the field's impact and recognition. The authorship landscape is characterized by a predominance of single‐authored works and limited international collaboration, predominantly within national contexts, with the USA and UK as leading contributors. Thematic evolution indicates a shift toward emerging topics, such as political sociology and nationalism, whereas traditional concepts appear to be waning. Influential articles addressing critical themes, such as international relations and the sociology of knowledge, highlight ongoing and relevant discussions. A notable transition from a European‐centric focus to a broader examination of Asian, Oceanian, and African contexts presents new research opportunities, particularly in digital humanities and education. Methodological advancements, including quantitative methodologies and synthesis analysis techniques, enhance the discipline's adaptability. However, the study's reliance on the Scopus database limits its findings, suggesting that future research should incorporate additional databases for a more comprehensive perspective. The analysis also indicates areas for further exploration, particularly regarding the roles of countries, institutions, journals, and authors in shaping the field.
A 29-Year (1994–2023) Bibliometrics Analysis of Usage of the Gamification in History Education
Xiaolong Shen, Jiangbo Li, Mingming Li, Amir Karimi
European Journal of Education, 2025
Over the past two decades, gamification has emerged as a significant pedagogical approach in history education, attracting the attention of historians. This bibliometric study analyses 249 papers from 1994 to 2023, employing scientometric methods to identify trends, key authors, nations, institutions and highly cited documents. Data were processed using Microsoft Excel, Bibliometrix, Publish or Perish (PoP), and VOSviewer. Findings reveal a steady increase in publications, peaking at 26 articles in 2018. VOSviewer identified six research clusters focused on gamification, history education, and history teaching. Elementary school applications emphasise technology, enjoyment, and curiosity, while high school games prioritise analytical skills and critical thinking, utilising online databases, digital archives, and multimedia technologies. The COVID‐19 pandemic further accelerated the growth of the gaming industry, with video games gaining popularity for their roles in social interaction, education, and entertainment. The University of Murcia led in publications, followed by institutions in Greece, Brazil and Taiwan. The United States, Spain and Canada were the most productive countries, with scholars like Seng Yue Wong, Sara de Freitas, Christopher Peters and Panagiotis Petridis emphasising national and academic collaborations over international partnerships. Gamification enhances engagement in history education, but its implementation requires age‐appropriate integration of virtual and augmented reality technologies tailored to learners' developmental characteristics.
The Digital Edge: Exploring the Impact of Technology on Student Engagement and Learning Outcomes
Yudhi Diputra, Muhammad Husin, Fadhilah Muzer, Amir Karimi, Abdullahi Abubakar-Yunusa, et al.
International and Multidisciplinary Journal of Social Sciences, 2025
This study examines how Technology Readiness, Digital Learning Tools Usage, and Perceived Usefulness impact Student Engagement and Learning Outcomes within engineering and vocational education. The research framework explores 18 hypotheses focusing on both direct and indirect relationships among these variables. A quantitative approach with a cross-sectional survey design was meticulously employed, ensuring the thoroughness of the research process. The study population included students enrolled in an engineering faculty for the January-June 2024 semester at one of the state universities in Indonesia. We selected a sample size of 1,781 respondents using stratified random sampling. Data were collected through an online questionnaire using a 5-point Likert scale and analyzed with Structural Equation Modeling (SEM) using SmartPLS. The findings reveal that technology readiness significantly influences the usage of digital learning tools and perceived usefulness, affecting student engagement and learning outcomes. Additionally, using digital learning tools and perceived usefulness mediate the relationships between Technology Readiness, Student Engagement, and Learning Outcomes. This research provides valuable insights into how technology-related factors can enhance learning outcomes in technical and vocational education, offering practical recommendations for improving technology-based learning environments and equipping educators with actionable strategies.
Museums as a Valuable Platform for Teaching History: A Scientometric Review
Ika Maryani, Amir Karimi, Kourosh Fathi
European Journal of Education, 2025
This research aims to analyse research trends on the theme of teaching about cultural heritage in museums from the aspects of publications, citations, profiled authors, influential journals, authors' keywords co‐occurrence and co‐authors visualisation networks. This is a scientometric study in the field of teaching about cultural heritage museums. This study provides a systematic and quantitative, data‐based approach. A total of 301 publications from journal articles and conference proceedings were taken from the Scopus database and analysed in terms of the number of publications per year, citation overview, research productivity, keyword accuracy and co‐authorship. R‐package, VOSviewer and Excel software were used to analyse and visualise research trends. This research contributes to the availability of important information about research publication trends in museums and history teaching. The productivity of publication has increased in the last decade. The most productive country is Spain, followed by Turkey. The most relevant word is e‐learning. The themes with the most potential to be developed in future research are digital libraries, information technology, semantics, archaeology and educational development. Collaboration between authors is still quite low, so these themes provide great opportunities for researchers in the field of history teaching to collaborate.
FACTORS SHAPING STUDENT READINESS FOR ONLINE LEARNING: TECHNOLOGY, PERCEPTION, AND LECTURER ROLES
Yudhi Diputra, Muhammad Husin, Fadhilah, Amir Karimi, Abdullahi Abubakar Yunusa, M Muthma’innah
Journal of Education Culture and Society, 2025
Aim. This study explores factors shaping student readiness for online learning, focusing on learner control, technology readiness, perception of online learning, and lecturer readiness. Methods. The research employs Structural Equation Modeling (SEM) to analyse data collected from 573 electronics students at a university in Indonesia. SEM analysis examined the relationships between these dimensions and their impact on student readiness for online learning. Results and Conclusion. The findings indicate that lecturer readiness significantly enhances student readiness, with technology readiness and perception of online learning also playing crucial roles. While learner control does not directly affect student readiness, it influences readiness by impacting perceptions of online learning. These results emphasise the importance of student autonomy and lecturer support in fostering motivation and engagement in online learning. Research Restrictions. The study is limited to a single study programme and employs a quantitative approach, indicating a need for broader exploration in future research. Practical Application. The findings suggest that educational institutions should invest in professional development for lecturers and technological access for students to optimise the online learning environment. Cognitive Value. This study provides empirical insights into the interconnected factors affecting student readiness for online learning, highlighting the pivotal role of lecturer support and technology in shaping student success.
A Scientometric Analysis of Research Studies on 43 Years of Leadership in Online Education
Amir Karimi, Saibal Kumar Saha
Journal of Learning for Development, 2025
Digital Education After Covid-19: A Scientometric Analysis
Amir Karimi, Elizaveta Sokolova, Khairul Hafezad Abdullah, Davi Sofyan
ASM Science Journal, 2025
Gamification and Game-Based Learning in Teacher Training and Education: Quantifying Through Bibliometric Paradigms
Md. Nurul Islam, Amir Karimi, Shakil Ahmad, Javaid Ahmad Wani, Sujin Butdisuwan, Md. Habibur Rahman, Umme Habiba, Md. Emdadul Islam, Md. Obaidur Rahman
Journal of Education, 2025
EVALUATING STUDENTS’ ARGUMENTATION SKILLS USING AN ARGUMENT-GENERATING LEARNING MODEL SUPPORTED TOULMIN’S ARGUMENTATION PATTERN IN PHYSICS CONCEPTS
Muslim Muslim, Rizky Agassy Sihombing, Rizki Zakwandi, Amir Karimi
Jurnal Pendidikan IPA Indonesia, 2024
Virtual Reality in Elementary Education: A Scientometric Review
Ika Maryani, Amir Karimi, Kourosh Fathi
Journal of Learning for Development, 2024
Gamification in Online Education: A Visual Bibliometric Network Analysis
Azin Yazdi, Amir Karimi, Stylianos Mystakidis
Information Switzerland, 2024
A Scientometric Review of E-School1993-2023: Exploration of Current and Future Dynamics in Digital Education
Tahani Aldosemani, Nahid Mirshekari, Amir Karimi, Arman Laghaei, Kourosh Fathi, Latefah l Dosimany
International Journal of Virtual and Personal Learning Environments, 2024

Amir Karimi

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Scopus Publications

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