Technology-Enhanced Solid Geometry and Spatial Reasoning Research: A Bibliometric Analysis of Platform Accessibility

This study presents a bibliometric analysis of research on technology-enhanced solid geometry and spatial reasoning published between 2010 and 2025. Based on 781 Scopus-indexed documents, the study examines publication and citation trends, influential authors and countries, international collaboration, thematic developments, and the distribution of digital learning platforms. Particular attention is given to platform accessibility by examining the relationship between technology types, educational levels, and the World Bank income classification of researchers' countries. The findings reveal an accessibility paradox: augmented reality is the most frequently studied platform, particularly in middle- and lower-income countries, while lightweight browser-based learning platforms remain underexplored across all income groups. This study highlights the need for accessible, web-based solid geometry learning media that support spatial reasoning, particularly in secondary education and resource-constrained settings.