Multisensory teaching and learning research: a bibliometric analysis using R-Biblioshiny

Abstract

Multisensory teaching and learning have emerged as an important pedagogical as well as instructional approach to enhance students’ engagement, comprehension, and retention. The study shows how the multisensory teaching and learning research area develops through existing research patterns and intellectual patterns. The study has obtained bibliographic information from the Scopus database. The first identification process detected 688 documents, which were examined according to preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines, finally 148 documents being selected for bibliometric assessment after a screening process. For this study the investigator has used R Studio software with the Bibliometrix package and Biblioshiny interface to conduct data analysis. Research on multisensory teaching grew exponentially from a sparse, peripheral interest between 2000 and 2026, peaking at 29 articles in 2025. The United States has the largest overall output, but the highest average citation impact is in Germany and Australia. The intellectual structure of the field is composed of three clusters of sensory mechanisms, learning theories, and educational applications. Technology-enhanced learning, inclusive education, and multimedia strategies are identified as priority areas that are underdeveloped. The findings highlight the importance of interdisciplinary collaboration, methodological rigor, and equitable use of knowledge globally to advance multisensory approaches in educational practice. It also highlights the importance and necessity of adopting multisensory instruction for enhancing the students’ understanding of different subjects related concept.