Vol.15, No.3, August 2026.                                                                                                                                                                          ISSN: 2217-8309

                                                                                                                                                                                                                        eISSN: 2217-8333

TEM Journal

TECHNOLOGY, EDUCATION, MANAGEMENT, INFORMATICS

Association for Information Communication Technology Education and Science

Mapping the Research Landscape of AI-Driven Formative Assessment for Argumentation Skill Development in Higher Education: A Bibliometric Study

Ahmad Fauzi Hendratmoko, Madlazim Madlazim, Wahono Widodo, Elok Sudibyo, Mohammad Budiyanto, Sapti Puspitarini, Mohd Istajib Bin Mokhtar

© 2026 Ahmad Fauzi Hendratmoko, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)

Citation Information: TEM Journal. Volume 15, Issue 3, Pages 2720-2734, ISSN 2217-8309, DOI: 10.18421/TEM153-59, August 2026.

Received: 20 September 2025.
Revised: 23 January 2026.
Accepted: 12 February 2026.
Published: 27 August 2026.

Abstract:

The integration of AI into formative assessments to enhance students’ argumentation skills in higher education has gained growing attention over the past 30 years. However, research in this area remains fragmented. This study uses bibliometric analysis of 109 Scopus-indexed publications (1992–2025) with VOSviewer and Biblioshiny to map its evolution, key contributors, major themes, and future directions. Findings reveal a 6.5% annual growth rate, indicating sustained academic interest. Major contributions come from the USA, Germany, Switzerland, and the UK. Thematic clusters include: (1) AI and argumentation in education, (2) Instructional systems and e-learning, (3) Automated feedback and LLM-based tools like ChatGPT, and (4) NLP methods. Despite progress, significant gaps remain, such as limited attention to process-based assessments, underrepresentation of multilingual and collaborative settings, and concerns over the fairness of automated feedback. The study calls for interdisciplinary research, culturally responsive design, and longitudinal studies to fully leverage AI in advancing 21st-century argumentation skills.

Keywords – Argumentation skills, AI, formative assessment, higher education, bibliometric.

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