Bibliometric Analysis on Recent Topics in ILS Research

Abstract

Bibliometric Analysis on Recent Topics in ILS Research   Pablo Rosser (Corresponding Author)  Faculty of Education, International University of La Rioja, Spain  Avenida de la Paz 137, 26006 Logroño, La Rioja, Spain - pablo.rosser@unir.net  Phone: +34 607321642  ORCID: 0000-0002-9802-7169 Seila Soler  Faculty of Humanities and Social Sciences, Isabel I University, Spain  C. de Fernán González 76, 09003 Burgos, Spain  seilaaixa.soler@ui1.es  Phone: +34 687704604  ORCID: 0009-0001-9125-3382     ABSTRACT   This article presents a bibliometric analysis of recent topics in ILS (Individual Learning Styles) research. The methodology employed was based on a systematic review of documents and scientific publications related to the study object from 2004 to the present utilizing the Scopus database and the 'bibliometrix' package in the R programming language. Several decision steps were followed to ensure the reliability and validity of the analysis. The findings allowed for the identification of the most cited journals, the most prominent authors, and the most common affiliations among the authors of the analyzed documents. Additionally, different models of learning style preferences and their impact on the teaching process were explored. The findings contribute significantly to understanding the dynamics of research in the studied discipline. Regarding the most cited journals, "Computers & Education" was found to be the leading journal in terms of the total number of citations, followed by "Educational Research Review" and "Learning and Instruction". As for the most prominent authors, several relevant names were identified, such as David Kolb, Richard Felder, and Peter Honey. Regarding the most common affiliations among the authors, it was found that several Spanish universities lead this list. On the other hand, this study explored different learning style models and their impact on the educational process. It was found that there is a wide variety of theoretical models on learning style, but there is no clear consensus on which model is best to apply in an educational context. However, the importance of considering students' learning styles to adapt the educational process to their individual needs was highlighted. In conclusion, this bibliometric analysis provides an overview of the current state of ILS research and can be useful for researchers, educators, and professionals interested in this field. The obtained results can also be used to identify current trends in ILS research and to guide future investigations in this area.