Brain-based learning in design and visual arts education: a bibliometric assessment of Scopus indexed literature.

BACKGROUND: This study aims to critically review, quantify, and assess research outcomes on brain-based learning with an evidence-based study on Scopus indexed literature, with a focus to understand the evolution structure and growth, detect trends, subject development, and most importantly, identify the gaps in the published body of literature that relates brain-based learning to design and visual arts education. METHODS: Various scientometric tools were used to map, visualize, and analyze 186 research publications, indexed in Scopus in a twenty-year timespan '2001-2021'. Annual publication trends, relevant sources, prolific authors, authorship patterns, productive organizations and countries, funding agencies, keyword co-occurrence analysis, and thematic evolution mapping on brain-based learning publications were examined in this study. RESULTS: Despite the significance to apply brain-based learning strategies in design and visual arts education to boost students' knowledge and creative skills, the findings show a decline in quantities and growth patterns in brain-based learning research directed towards design disciplines in the past twenty years. Among the identified (186) documents published in (128) sources, with (1013) citations, the study detected only (57) research (30%) that were related to 'design education,' including those focusing on 'instructional design, 'and 'syllabus design' whereas only (3) articles were in 'design and visual arts' disciplines. CONCLUSION: These rather small numbers reflect the big gap in the current body of literature that associates brain-based learning with creativity-based disciplines, specifically in design and visual arts education. This infers the necessity to direct the attention of academics, researchers, and educationalists in the fields of design and arts towards brain-based learning applications, research and pedagogy.

Autism spectrum disorder in architecture perspective: a review of the literature and bibliometric assessment of research indexed in Web of Science.

Purpose: The primary objective of this research paper was to explore the current state-of-the-art research on autism spectrum disorder from a designer's perspective. An increasing number of scholarly publications in this discipline have urged researcher interest in this topic; however, there is still a lack of quantitative analysis. Therefore, this paper aims to analyze global research output on autism spectrum disorder from a designer's perspective during 1992-2021. Methodology: A bibliometric method was employed to analyze the published literature from 1992-2021. 812 papers were downloaded from the Web of Science core collection for analysis focused on annual growth of literature, prolific authors, authorship pattern, productive organizations, countries, international collaboration, literature trends by keyword analysis, and identifying the funding agencies. Various bibliometrics and scientometrics software were used to analyze the data, namely Bibexcel, Biblioshiny, and VOS viewer. Results: There were 812 research papers published in 405 sources during 1992-2021. 2019 was noted as the most productive year (NP=101), and 2014 received the highest number of citations (TC=6634). Researchers preferred to publish as journal articles (NP=538; TC=24922). The University of Toronto, Canada, was identified as a productive institution with 42 publications and 5358 citations. The USA was the leading producing country with 433 publications, and most of the researchers publish their work in the journal "Scientific Reports" (NP=16). The word "autism" (NP=257) and "architecture" (NP=165) were the most frequently used keywords in autism research.