DEVELOPMENT OF COGNITIVE SKILLS OF CHILDREN IN THE PRE-PRIMARY GROUP THROUGH AI-BASED GAME CONTENT: A BIBLIOMETRIC ANALYSIS

Abstract

The rapid development of artificial intelligence technologies has significantly transformed early childhood education, particularly in the context of cognitive skill development through interactive and game-based learning environments. This study aims to analyze the evolution, structure, and key research trends in the field of AI-based game content for the development of cognitive skills in pre-primary children using a bibliometric approach. The data were retrieved from the Scopus database, covering the period from 2005 to 2025, and analyzed using bibliometric techniques, including citation analysis, co-authorship analysis, and keyword co-occurrence mapping with the support of VOSviewer and R-based tools.The results reveal a substantial growth in scientific publications over the past two decades, with a notable acceleration after 2020, reflecting increased academic interest in AI-driven educational technologies. The analysis of highly cited publications indicates a strong focus on learning effectiveness, cognitive outcomes, and learner engagement, as well as a shift toward advanced technologies such as generative AI, chatbots, and immersive virtual environments. The keyword co-occurrence analysis demonstrates the emergence of dominant research clusters related to game-based learning, adaptive systems, and digital learning environments, highlighting the interdisciplinary nature of the field. Furthermore, the geographical distribution of publications shows a concentration of research output in the United States and Asian countries, while emerging contributions from Central Asia indicate the gradual globalization of the research domain. Despite the rapid development of the field, the findings suggest an imbalance between technological innovation and pedagogical and ethical considerations, underscoring the need for more theory-driven and developmentally appropriate research. This study contributes to the systematization of scientific knowledge by providing a comprehensive overview of research trends, thematic structures, and gaps in the field. The results can inform future research directions, educational practices, and policy development aimed at enhancing cognitive development in early childhood through AI-based game learning.