Profiling the research landscape on electronic feedback in educational context from 1991 to 2021: a bibliometric analysis

The technological evolution brings about integration of technology in feedback practice which attempts to extend and refine learners’ understanding. A wide range of studies on electronic feedback have been conducted in the past. This study sought to profile the research landscape on electronic feedback in educational context from 1991 to 2021. The bibliometric indicators of 412 related publications had been retrieved from the Scopus database for the bibliometric analysis. The findings show an increasing trend of the publications and citations. USA is the country which contributes the most to the corpus of literature on this. The findings indicate that the scientific productivity pattern obeys Lotka’s Law (J Washington Acad Sci 16:317–323, 1926). Specifically, Vasilyeva, E. is the most productive researcher with the largest number of publications and the highest h-index and g-index. The findings indicate that the collaboration between countries was not bounded by the geographical region. The scattering of the research across the sources obeys Bradford’s Law (Documentation, Public Affairs, 1950), with the Bradford’s multiplier of 4.18. The nine core sources of the related publication contributed to a total of 128 publications in the corpus of literature. The foci of the research are (i) feedback and learning, (ii) peer feedback and higher education, (iii) feedback, interactive learning, and higher education, (iv) feedback in computer science and engineering education, and (v) formative feedback in computer-based assessment. The findings of this study may help researchers to understand the current research landscape on electronic feedback in educational context and hence propose the pathways for future research.