A systematic review study on educational robotics and robots


Atman Uslu N., Yavuz G. O. , Kocak Usluel Y.

INTERACTIVE LEARNING ENVIRONMENTS, 2022 (SSCI) identifier identifier

  • Publication Type: Article / Review
  • Publication Date: 2022
  • Doi Number: 10.1080/10494820.2021.2023890
  • Journal Name: INTERACTIVE LEARNING ENVIRONMENTS
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, Applied Science & Technology Source, Computer & Applied Sciences, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), INSPEC, Psycinfo
  • Keywords: Educational robotics, educational robots, systematic mapping, systematic review, COMPUTATIONAL THINKING, ELEMENTARY STUDENTS, TEACHING ASSISTANT, LEARNING ROBOTICS, FLIPPED CLASSROOM, STEM ENGAGEMENT, HUMANOID ROBOTS, DIGITAL NATIVES, SOCIAL ROBOTS, TECHNOLOGY
  • Hacettepe University Affiliated: No

Abstract

This study, which systematically examines educational robotics and robots (ERR), has two purposes. (1) Classifying the research on the ERR to identify research trends and gaps, (2) Summarizing the experimental findings related to ERR and to interpret them according to the claims in the literature. A mixed method combining systematic mapping and systematic review were used in the study. Ninety-three articles published in Social Sciences Citation Index (SSCI) indexed journals and meeting the specified criteria were analyzed using a systematic mapping process. The results showed that 40 out of 93 articles did not include any learning theory. Thirty-two experimental studies were analyzed within the scope of the systematic review. The empirical findings supporting some of the claims about ERR are summarized and the research gaps in the claims that need to be supported by theoretical and pedagogical approaches are revealed.