Research Status and Trends in Composite Instructional Design Integrated with Technology: A Bibliometric Analysis

Abstract

With the change in learning styles, especially in a variety of instructional environments supported by technologies and tools, instructional design should be adjusted to support different patterns of teaching and learning. Instructional design with technology support includes instructional design activities supported with artificial intelligence technology and blended instructional design. Therefore, it is necessary to conduct a normative summary of the research process of various types of instructional design to explore the development trends of instructional design in the composite instructional environment. This study aimed to analyze published articles from 2012 to 2024 by Biblioshiny and to explore the research status and development trends of composite instructional design (CID). A total of 877 academic papers in the Web of Science (WoS) database were retrieved, and annual output analysis, the most productive journals, countries, and universities analyses, co-authorship analysis, keyword co-occurring analysis, document co-citation analysis, and topic development trends analysis were conducted. The research status of CID included the following aspects: (1) The annual output of articles increased year by year, but the average citations per year of articles decreased year by year. (2) Complex instructional environments represent the latest progress of CID. (3) Three influential co-citation clusters were formed. The new trends of CID were summarized from the following aspects: (1) There has been a gradual shift from traditional classrooms to complex instructional environments that rely on technology. (2) The research value of classroom interaction supported by technology has become increasingly prominent. (3) Joint development with emerging technologies is the key to CID.