Chemistry is a subject which involves a number of abstract concepts, making it a difficult and frustrating learning process for many students. Educators and researchers believe that technology could provide an opportunity to address this problem. However, it is challenging to find a model for appropriately and successfully integrating technology into chemistry education. Therefore, in this study, a review was conducted on the technology-enhanced chemistry learning studies published in Social Science Citation Index (SSCI) journals from 2010 to 2019. This study searched the target articles from the Web of Science (WOS) database and excluded those studies that did not adopt a comparative research design. Finally, 60 studies were included in this research trend analysis. A coding scheme was developed for the types of technology, the types of learning tools, the roles of technology in chemistry learning, learning topics, learning environments, participants, research designs, and the learning outcomes the researchers evaluated. From the analysis results, it was found that (1) inorganic chemistry and physical chemistry courses were the main learning topics, while the formal classroom was most often referred to as the research setting. The most frequently discussed issue was students’ learning achievement. (2) Regarding technology integration, offering students learning content through personal computers was the main activity mode. The technology was used for lower-level implementation, that is, providing supplementary materials for students. (3) Finally, using keyword analysis, it is possible to extract the recent concerns of the researchers, and from the results of the study, it is clear that the researchers are placing increasing emphasis on learners’ experience and skill development in the learning process. Accordingly, this study highlights the features of the research trends and then provides suggestions for researchers in the technology-enhanced chemistry learning field.

化学是一门涉及许多抽象概念的学科，这对许多学生来说是一个困难而令人沮丧的学习过程。教育工作者和研究人员认为，技术可以为解决这一问题提供机会。但是，要找到一个合适且成功地将技术整合到化学教学中的模型是一项挑战。因此，在本研究中，对2010年至2019年在社会科学引文索引（SSCI）期刊上发表的技术增强化学学习研究进行了综述。该研究从Web of Science（WOS）数据库中搜索了目标文章，但将其排除在外那些没有采用比较研究设计的研究。最后，这项研究趋势分析包括60项研究。针对技术类型开发了一种编码方案，学习工具的类型，技术在化学学习中的作用，学习主题，学习环境，参与者，研究设计以及研究人员评估的学习成果。从分析结果中发现，（1）无机化学和物理化学课程是主要的学习主题，而正规教室通常被称为研究环境。讨论最多的问题是学生的学习成绩。（2）关于技术集成，主要通过学生通过个人计算机为学生提供学习内容。该技术用于较低级别的实施，即为学生提供补充材料。（3）最后，通过使用关键字分析，可以提取研究人员最近的关注点，从研究结果可以明显看出，研究人员在学习过程中越来越重视学习者的经验和技能发展。因此，本研究突出了研究趋势的特征，然后为技术增强型化学学习领域的研究人员提供了建议。