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Semi-automating the Scoping Review Process: Is it Worthwhile? A Methodological Evaluation
Systematic reviews are a time-consuming yet effective approach to understanding research trends. While researchers have investigated how to speed up the process of screening studies for potential inclusion, few have focused on to what extent we can use algorithms to extract data instead of human cod...
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Published in: | Educational psychology review 2024-12, Vol.36 (4), p.131, Article 131 |
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creator | Zhang, Shan Palaguachi, Chris Pitera, Marcin Jaldi, Chris Davis Schroeder, Noah L. Botelho, Anthony F. Gladstone, Jessica R. |
description | Systematic reviews are a time-consuming yet effective approach to understanding research trends. While researchers have investigated how to speed up the process of screening studies for potential inclusion, few have focused on to what extent we can use algorithms to extract data instead of human coders. In this study, we explore to what extent analyses and algorithms can produce results similar to human data extraction during a scoping review—a type of systematic review aimed at understanding the nature of the field rather than the efficacy of an intervention—in the context of a never before analyzed sample of studies that were intended for a scoping review. Specifically, we tested five approaches: bibliometric analysis with VOSviewer, latent Dirichlet allocation (LDA) with bag of words,
k
-means clustering with TF-IDF, Sentence-BERT, or SPECTER, hierarchical clustering with Sentence-BERT, and BERTopic. Our results showed that topic modeling approaches (LDA/BERTopic) and
k
-means clustering identified specific, but often narrow research areas, leaving a substantial portion of the sample unclassified or in unclear topics. Meanwhile, bibliometric analysis and hierarchical clustering with SBERT were more informative for our purposes, identifying key author networks and categorizing studies into distinct themes as well as reflecting the relationships between themes, respectively. Overall, we highlight the capabilities and limitations of each method and discuss how these techniques can complement traditional human data extraction methods. We conclude that the analyses tested here likely cannot fully replace human data extraction in scoping reviews but serve as valuable supplements. |
doi_str_mv | 10.1007/s10648-024-09972-0 |
format | article |
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k
-means clustering with TF-IDF, Sentence-BERT, or SPECTER, hierarchical clustering with Sentence-BERT, and BERTopic. Our results showed that topic modeling approaches (LDA/BERTopic) and
k
-means clustering identified specific, but often narrow research areas, leaving a substantial portion of the sample unclassified or in unclear topics. Meanwhile, bibliometric analysis and hierarchical clustering with SBERT were more informative for our purposes, identifying key author networks and categorizing studies into distinct themes as well as reflecting the relationships between themes, respectively. Overall, we highlight the capabilities and limitations of each method and discuss how these techniques can complement traditional human data extraction methods. We conclude that the analyses tested here likely cannot fully replace human data extraction in scoping reviews but serve as valuable supplements.</description><identifier>ISSN: 1040-726X</identifier><identifier>EISSN: 1573-336X</identifier><identifier>DOI: 10.1007/s10648-024-09972-0</identifier><language>eng</language><publisher>New York: Springer US</publisher><subject>Algorithms ; Bibliometrics ; Child and School Psychology ; Education ; Educational Psychology ; Learning and Instruction ; Review Article</subject><ispartof>Educational psychology review, 2024-12, Vol.36 (4), p.131, Article 131</ispartof><rights>The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2024. corrected publication 2024. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><cites>FETCH-LOGICAL-c200t-554d018bce18b611b6f1d0d08879135711a55510e0af99360e3a287d17a2d5583</cites><orcidid>0000-0002-3281-2594</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27924,27925</link.rule.ids></links><search><creatorcontrib>Zhang, Shan</creatorcontrib><creatorcontrib>Palaguachi, Chris</creatorcontrib><creatorcontrib>Pitera, Marcin</creatorcontrib><creatorcontrib>Jaldi, Chris Davis</creatorcontrib><creatorcontrib>Schroeder, Noah L.</creatorcontrib><creatorcontrib>Botelho, Anthony F.</creatorcontrib><creatorcontrib>Gladstone, Jessica R.</creatorcontrib><title>Semi-automating the Scoping Review Process: Is it Worthwhile? A Methodological Evaluation</title><title>Educational psychology review</title><addtitle>Educ Psychol Rev</addtitle><description>Systematic reviews are a time-consuming yet effective approach to understanding research trends. While researchers have investigated how to speed up the process of screening studies for potential inclusion, few have focused on to what extent we can use algorithms to extract data instead of human coders. In this study, we explore to what extent analyses and algorithms can produce results similar to human data extraction during a scoping review—a type of systematic review aimed at understanding the nature of the field rather than the efficacy of an intervention—in the context of a never before analyzed sample of studies that were intended for a scoping review. Specifically, we tested five approaches: bibliometric analysis with VOSviewer, latent Dirichlet allocation (LDA) with bag of words,
k
-means clustering with TF-IDF, Sentence-BERT, or SPECTER, hierarchical clustering with Sentence-BERT, and BERTopic. Our results showed that topic modeling approaches (LDA/BERTopic) and
k
-means clustering identified specific, but often narrow research areas, leaving a substantial portion of the sample unclassified or in unclear topics. Meanwhile, bibliometric analysis and hierarchical clustering with SBERT were more informative for our purposes, identifying key author networks and categorizing studies into distinct themes as well as reflecting the relationships between themes, respectively. Overall, we highlight the capabilities and limitations of each method and discuss how these techniques can complement traditional human data extraction methods. We conclude that the analyses tested here likely cannot fully replace human data extraction in scoping reviews but serve as valuable supplements.</description><subject>Algorithms</subject><subject>Bibliometrics</subject><subject>Child and School Psychology</subject><subject>Education</subject><subject>Educational Psychology</subject><subject>Learning and Instruction</subject><subject>Review Article</subject><issn>1040-726X</issn><issn>1573-336X</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2024</creationdate><recordtype>article</recordtype><recordid>eNp9kF9LwzAUxYMoOKdfwKeAz9GbpGlaX2QM_wwmilOcTyFr07Wja2aSbvjt7azgmy_3nIdzzoUfQucULimAvPIU4ighwCICaSoZgQM0oEJywnk8P-w8REAki-fH6MT7FQCkMuID9DEz64roNti1DlWzxKE0eJbZzd6_mG1ldvjZ2cx4f40nHlcBv1sXyl1Z1eYGj_CjCaXNbW2XVaZrfLvVddst2eYUHRW69ubsV4fo7e72dfxApk_3k_FoSjIGEIgQUQ40WWSmOzGli7igOeSQJDKlXEhKtRCCggFdpCmPwXDNEplTqVkuRMKH6KLf3Tj72Rof1Mq2ruleKk5ZHHEpI-hSrE9lznrvTKE2rlpr96UoqD1C1SNUHUL1g1DtS7wv-S7cLI37m_6n9Q3rjHLx</recordid><startdate>20241201</startdate><enddate>20241201</enddate><creator>Zhang, Shan</creator><creator>Palaguachi, Chris</creator><creator>Pitera, Marcin</creator><creator>Jaldi, Chris Davis</creator><creator>Schroeder, Noah L.</creator><creator>Botelho, Anthony F.</creator><creator>Gladstone, Jessica R.</creator><general>Springer US</general><general>Springer Nature B.V</general><scope>AAYXX</scope><scope>CITATION</scope><orcidid>https://orcid.org/0000-0002-3281-2594</orcidid></search><sort><creationdate>20241201</creationdate><title>Semi-automating the Scoping Review Process: Is it Worthwhile? A Methodological Evaluation</title><author>Zhang, Shan ; Palaguachi, Chris ; Pitera, Marcin ; Jaldi, Chris Davis ; Schroeder, Noah L. ; Botelho, Anthony F. ; Gladstone, Jessica R.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c200t-554d018bce18b611b6f1d0d08879135711a55510e0af99360e3a287d17a2d5583</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2024</creationdate><topic>Algorithms</topic><topic>Bibliometrics</topic><topic>Child and School Psychology</topic><topic>Education</topic><topic>Educational Psychology</topic><topic>Learning and Instruction</topic><topic>Review Article</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Zhang, Shan</creatorcontrib><creatorcontrib>Palaguachi, Chris</creatorcontrib><creatorcontrib>Pitera, Marcin</creatorcontrib><creatorcontrib>Jaldi, Chris Davis</creatorcontrib><creatorcontrib>Schroeder, Noah L.</creatorcontrib><creatorcontrib>Botelho, Anthony F.</creatorcontrib><creatorcontrib>Gladstone, Jessica R.</creatorcontrib><collection>CrossRef</collection><jtitle>Educational psychology review</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Zhang, Shan</au><au>Palaguachi, Chris</au><au>Pitera, Marcin</au><au>Jaldi, Chris Davis</au><au>Schroeder, Noah L.</au><au>Botelho, Anthony F.</au><au>Gladstone, Jessica R.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Semi-automating the Scoping Review Process: Is it Worthwhile? A Methodological Evaluation</atitle><jtitle>Educational psychology review</jtitle><stitle>Educ Psychol Rev</stitle><date>2024-12-01</date><risdate>2024</risdate><volume>36</volume><issue>4</issue><spage>131</spage><pages>131-</pages><artnum>131</artnum><issn>1040-726X</issn><eissn>1573-336X</eissn><abstract>Systematic reviews are a time-consuming yet effective approach to understanding research trends. While researchers have investigated how to speed up the process of screening studies for potential inclusion, few have focused on to what extent we can use algorithms to extract data instead of human coders. In this study, we explore to what extent analyses and algorithms can produce results similar to human data extraction during a scoping review—a type of systematic review aimed at understanding the nature of the field rather than the efficacy of an intervention—in the context of a never before analyzed sample of studies that were intended for a scoping review. Specifically, we tested five approaches: bibliometric analysis with VOSviewer, latent Dirichlet allocation (LDA) with bag of words,
k
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k
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subjects | Algorithms Bibliometrics Child and School Psychology Education Educational Psychology Learning and Instruction Review Article |
title | Semi-automating the Scoping Review Process: Is it Worthwhile? A Methodological Evaluation |
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